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THE USE OF AUDIO-VISUAL AID OF PROCESSES AS

A MEANS TO IMPROVE STUDENTS’ ABILITY

IN WRITING PROCEDURE TEXT

(An Action Research Conducted at Seventh Grade Students of

SMP Negeri 2 Tengaran in the Academic Year of 2010/2011)

a final project

submitted in partial fulfillment of the requirements

for the degree of Sarjana Pendidikan in English

by

Masfa Maiza

2201407189

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

SEMARANG STATE UNIVERSITY

2011

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PERNYATAAN

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Dengan ini, saya:

Nama : Masfa Maiza

NIM : 2201407189

Prodi : Pendidikan Bahasa Inggris S1

Jurusan : Bahasa dan Sastra Inggris

Fakultas : Bahasa dan Seni Universitas Negeri Semarang

menyatakan dengan sesungguhnya bahwa skripsi/tugas akhir/final project

yang berjudul:

THE USE OF AUDIO-VISUAL AID OF PROCESSES AS A MEANS TO

IMPROVE STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT (An

Action Research Conducted at SMP Negeri 2 Tengaran in the Academic

Year of 2010/2011)

yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar

sarjana ini benar-benar merupakan karya saya sendiri, yang saya hasilkan setelah

melalui penelitian, bimbingan, diskusi, dan pemaparan atau ujian. Semua kutipan,

baik langsung maupun tidak langsung, baik yang diperoleh malalui sumber

kepustakaan, wahana elektronik, maupun sumber lainnya, telah disertai

keterangan mengenai identitas sumbernya dengan cara sebagaimana yang lazim

dilakukan dalam penulisan skripsi/tugas akhir/final project dengan membubuhkan

tanda tangan sebagai keabsahannya. Seluruh isi karya ilmiah ini tetap menjadi

tanggung jawab saya sendiri. Jika kemudian ditemukan ketidaksesuaian dengan

kaidah konvensi tata tulis yang berlaku, saya bersedia menerima konsekuensinya.

Demikian pernyataan ini, saya berharap dapat digunakan sebagaimana mestinya.

Semarang, Agustus 2011

Yang membuat pernyataan,

Masfa Maiza

2201407189

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DEDICATION

This final project is dedicated to:

- My adored father and mother

(Afifuddin and Asiyah)

- My beloved sister and brother

(Milna and Nu‟man)

- My dearest friends

(Aim, Cindil Family, Assabila

Community, „Sewu‟ and PWM)

- English Department ‟07

-

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MOTTO

“When there is a will, there is a way”

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ACKNOWLEDGMENT

Foremost, the writer praises God the Almighty, the Gracious for His

blessing in the form of inspiration, spirit, strength, and hopes during the

accomplishment of this final project.

The writer would like to express the greatest gratitude to her first advisor

Widhiyanto, S.Pd., M.Pd. and her second advisor Frimadhona Syafri, S.S.,

M.Hum. for their patience and willingness to guide and correct this final project

carefully and thoroughly during the consultation.

The writer would like to thank Drs. Ahmad Sofwan, Ph.D., the Head of

English Department and to all lecturers of English Department for sharing the

valuable knowledge during the years of her study at the English Department.

The writer would also like to thank Dhofari, S.Pd., M.M., as the

headmaster of SMP Negeri 2 Tengaran who had permitted her to conduct research

in his school, Ambarini Setyowati as the English teacher of class VII-i who helped

her to conduct an action research in her class, all the students of class VII-i who

had given the great participation.

The writer would like to express her sincerest thanks to her beloved

parents: Bapak Afifuddin and Ibu Asiyah, her lovely sister and brother: Dik Milna

and Dik Nu‟man who always give her support with prayer, patience and love. Her

special thanks to Aim, Cindil Family, Assabiila and „Sewu‟ for every experience

they share: happiness, sadness, and togetherness. The writer also thanks to her

friends at the English Department ‟07 (Class F, Geisha Class, PWM, especially

Dian, Lia, Vinda, Anas, Taufiq, Aini and Dinar for the kindhearted friendship).

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Finally, nothing is perfect and neither is this final. Any correction,

comment and criticism for the improvement of this final project always come.

Semarang, Agustus 2011

Masfa Maiza

NIM. 2201407189

vii

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ABSTRACT

Maiza, Masfa. 2011. The Use of Audio-Visual Aid of Processses as a Means to

Improve Students‟ Ability in Writing Procedure Text (An Action Research

Conducted at the Seventh Year Students of SMP Negeri 2 Tengaran in the

Academic Year of 2010/2011). A Final Project. English Department, Faculty of

Languages and Arts, Semarang State University. Advisor I: Widhiyanto, S.Pd.,

M.Pd. and Advisor II: Frimadhona Syafri, S.S., M.Hum.

Key words: writing, procedure text, audio-visual aid of processes, action research

Most language learners consider that writing is the most difficult skill in

learning English since English is not their daily language. Sometimes they are

lack of English vocabulary and grammar, so they are not able to write well. In

addition, they like something new and interesting so that one of the alternative

ways is using media.

Here the writer chose teaching writing procedure text because it was

appropriate with the basic competence when the research was done. In this study,

the writer used the audio-visual aid of processes in the form of video cooking

relating to the subject. The writer did this research to the class VII-i of SMP

Negeri 2 Tengaran.

The research design was an action research. The writer started with a

preliminary idea to find a problem faced in a class and then did pre-survey and

diagnosis. The spiraling cycles includes planning, implementation, observation

and reflection. The writer gave pre-test as the first activity. The pre-test indicated

that the average of the students‟ result was very low and it could be concluded

that they were not successful in writing procedure without having clear

explanation. Then the writer did the treatment in cycle I using new media and

gave cycle I test. Since the result of cycle I test showed that most of the students

were still lack in grammar, mechanic and style, the writer planned to conduct

cycle II. The writer also did the treatment and gave the cycle II test. Surprisingly,

the students showed good progress in cycle II test. And finally, in the post-test,

the students produced better result than previous tests.

The result of observation sheet showed that the students‟ attitude increased

in each meeting of both cycles. They had great interest, motivation, cooperation

and focused on the teacher‟s explanation. Based on this study, the writer found

that teaching writing procedure text using audio-visual aid of processes was very

useful for the students‟ mastery in writing procedure text and also for the

students‟ better attitude. Therefore, using audio-visual aid of processes in teaching

writing procedure text could be recommended for the English teacher.

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TABLE OF CONTENTS

ACKNOWLEDGMENT …………………………………………………… vi

ABSTRACT ………………………………………………………………… viii

TABLE OF CONTENTS ............................................................................... ix

LIST OF FIGURES…………………………………………………………. xiii

LIST OF DIAGRAMS …………………………………………………….. xiv

LIST OF TABLES …………………………………………………………. xv

LIST OF APPENDICES …………………………………………………… xvi

CHAPTER I INTRODUCTION

1.1 Background of the Study ………………………………………………… 1

1.2 Reason for Choosing the Topic ………………………………………….. 4

1.3 Statement of the Problem ………………………………………............... 5

1.4 Objectives of the Study ………………………………………………….. 5

1.5 Limitation of the Study ………………………………………………….. 5

1.6 Significance of the Study ……………………………………………....... 6

1.7 Targeted Score after Treatment ……………………………………......... 6

1.8 Outline of the Report ……………………………………………………. 6

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Teaching English as a Foreign Language ……………………………….. 8

2.2 General Concept of Writing …………………………………………….. 10

2.2.1 Definition of Writing ………………………………………………..... 11

2.2.2 Technique of Teaching Writing ……………………………………….. 12

2.2.3 Definition of Text ……………………………………………………… 14

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2.3 Media ……………………………………………………………………. 16

2.3.1 Definition of Audio-Visual Aid of Processes ………………………... 19

2.3.2 Video ………………………………………………………………….. 19

2.4 Procedure Text ………………………………………………………….. 21

2.5 Teaching Writing by Using Audio-Visual Aid of Processes …………… 23

2.6 Theoretical Framework …………………………………………………... 24

CHAPTER III METHOD OF INVESTIGATION

3.1 Research Design …………………………………………………………. 27

3.2 Subject of the Research …………………………………………………. 29

3.3 Data Collection ………………………………………………………….. 29

3.4 Instrument of the Study …………………………………………………. 30

3.4.1 Observation …………………………………………………………….. 30

3.4.2 Field Note ……………………………………………………………… 30

3.4.3 Test …………………………………………………………………….. 31

3.4.4 Questionnaire ………………………………………………………….. 32

3.5 Analyzing the Data ……………………………………………………… 33

3.5.1 Mode of Scoring ………………………………………………………. 33

3.5.2 Classifying the Scores …………………………………………………. 35

3.5.3 Criterion of Assessment ……………………………………………….. 36

3.5.4 Method of Analyzing Questionnaire ………………………………….. 36

3.5.5 Method of Analyzing Field Note ……………………………………… 37

3.5.6 Method of Analyzing the Observation …………………………………. 37

3.6 Steps of Doing Action Research ………………………………………… 38

3.6.1 Preliminary Idea ………………………………………………………. 38

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3.6.2 Pre-survey ……………………………………………………………… 38

3.6.3 Diagnosis ……………………………………………………………… 39

3.6.4 Planning ………………………………………………………………. 39

3.6.5 Implementation ………………………………………………………... 40

3.6.6 Observation …………………………………………………………… 40

3.6.7 Reflection ……………………………………………………………… 41

CHAPTER IV RESULT OF THE STUDY

4.1 Analysis of Treatment ……………………………………………………. 42

4.1.1 Analysis of Pre-Test …………………………………………………… 42

4.1.2 Analysis of Cycle I Test ………………………………………………... 44

4.1.2.1 Teaching Learning Activity I ………………………………………… 45

4.1.2.2 Teaching Learning Activity II………………………………………... 45

4.1.3 Analysis of Cycle II Test……………………………………………….. 48

4.1.3.1 Teaching Learning Activity III ………………………………………. 48

4.1.3.2 Teaching Learning Activity IV ………………………………………. 49

4.1.4 Analysis of Post-Test ………………………………………………… 51

4.2 Analysis of Questionnaire ……………………………………………….. 53

4.3 Analysis of the Field Notes …………………………………………....... 56

4.3.1 The Analysis of Field Note in Cycle I …………………………………. 56

4.3.2 The Analysis of Field Note in Cycle II ………………………………… 58

4.4 Analysis of the Observation ……………………………………………… 59

4.4.1 The Analysis of Observation in Cycle I ……………………………….. 59

4.4.2 The Analysis of Observation in Cycle II ………………………………. 61

4.4 Overall Analysis …………………………………………………………. 64

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CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion ………………………………………………………………. 68

5.2 Suggestion ………………………………………………………………. 69

BIBLIOGRAPHY

APPENDICES

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LIST OF FIGURES

2.1 The Category of Text Types……………………………………………… 15

2.2 Theoretical Framework in Action Research…………………………….... 25

3.1 Steps of Doing Action Research ………………………………………… 28

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LIST OF DIAGRAMS

4.1 Result of Pre-Test ……………………………………………………… 43

4.2 Result of Cycle I Test …………………………………………………… 46

4.3 Result of Cycle II Test ………………………………………………… 50

4.4 Result of Post-Test ………………………………………………………. 52

4.5 The Graph of the Test ……………………………………………………. 65

4.6 The Graph of the Students‟ Activities …………………………………… 66

4.7 The Graph of the Teacher‟s Performance………………………………... 67

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LIST OF TABLES

3.1 Wallace‟s Aspects in Constructing Field Note …………………………. 31

3.2 Guidelines of Questionnaire……………………………………………… 33

3.3 Analytical Scale for Rating Composition Tasks ………………………… 34

3.4 The Measurement of the Students‟ Achievement ……………………….. 35

3.5 The Score Range of Questionnaire ………………………………………. 36

3.6 Classification of Graded Scores of Questionnaire ………………………. 37

4.1 Students‟ Level Achievement of Pre-Test ……………………………….. 44

4.2 Students‟ Level Achievement of Cycle I Test …………………………… 47

4.3 Students‟ Level Achievement of Cycle II Test ………………………….. 50

4.4 Students‟ Level Achievement of Post-Test………………………………. 52

4.5 Heaton‟s Score Range of Questionnaire …………………………………. 53

4.6 The Mean of the Questionnaire …………………………………………... 54

4.7 The Category of the Heaton‟s Questionnaire Criterion ………………….. 54

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LIST OF APPENDICES

Appendix

1. The Result of Pre-Test …………………………………………………… 73

2. The Result of Cycle I Test ……………………………………………….. 74

3. The Result of Cycle II Test ………………………………………………. 75

4. The Result of Post-Test …………………………………………………... 76

5. The Result of Questionnaire……………………………………………… 77

6. Standar Isi SMP Kelas VII ……………………………………………….. 78

7. Lesson Plan (Cycle I) …………………………………………………….. 81

8. Lesson Plan (Cycle II)……………………………………………………. 86

9. Instrument of Pre-Test……………………………………………………. 91

10. Instrument of Post-Test …………………………………………………... 92

11. Questionnaire …………………………………………………………….. 93

12. Observation Sheet ………………………………………………………... 95

13. Field Note………………………………………………………………… 109

14. Analytical Scale for Rating Composition Tasks …………………………. 114

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CHAPTER 1

INTRODUCTION

Chapter 1 covers background of the study, reason for choosing the topic, the

statement of the problem, the objectives of the study, limitation of the study,

significance of the study, targeted score after treatment and outline of the report.

1.1 Background of the Study

English is taught in Junior High School as one of the compulsory subject in which

the students have to be able to communicate in their daily life. Most of the Junior

High School students have learned English in Elementary School. The aim for

English lesson for Elementary School is to prepare students to be ready to learn

English. Although it has been prepared, the result of teaching English in

secondary school is still unsatisfactory. The factors come from internal and

external including teacher and students.

The internal factor is about the characteristics of the learners or students and

the external factor is when the teaching and learning process happens. Those

factors can be solved by treating English to make students closer with the

language and finally able to use it effectively. In this case, learning English in

effective way is encouraged.

Teaching English in Junior High School is also based on the curriculum

which is applied in Indonesia. The newest education curriculum of today is 2006

School-Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP). This

curriculum is revision of the previous curriculum that is 2004 Curriculum or

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Competence Based Curriculum. It brings new paradigm in English language

teaching.

“Kelompok mata pelajaran ilmu pengetahuan dan teknologi meliputi Bahasa

Indonesia, Bahasa Inggris, Matematika, Ilmu Pengetahuan Alam, Ilmu

Pengetahuan Sosial, Keterampilan/Teknologi Informasi dan Komunikasi.

Kelompok mata pelajaran ilmu pengetahuan dan teknologi pada SMP

dimaksudkan untuk memperoleh kompetensi dasar ilmu pengetahuan dan

teknologi serta membudayakan berpikir ilmiah secara kritis, kreatif dan

mandiri”. (Suparman 2007: 11)

As stated above Indonesian language, English, Math, Science, Social,

Information and Communication Technology belong to science and technology

subjects. By those subjects, students are expected to get the basic competence of

science and technology and able to think critically, creatively and independently.

According to School Based Curriculum by Depdikbud (2006) the purpose of

English language teaching education is to develop students‟ competence in spoken

and written communication to face the development of science and technology in

globalization era.

In teaching English, teachers must have four language skills, namely

listening, speaking, reading and writing. Those skills have to be supported by

language component, namely grammar, vocabulary and spelling. Writing is

considered as the most difficult skill for mastering a language. Teaching writing

in Junior High School needs well preparation to make the students like to write.

The product of writing is a text in which the students have to understand.

Writing is one of the four skills that needs very complex ways to master.

Teaching writing also raises a complex problem. Not many teachers are interested

in teaching writing, in correcting the students writing from time to time and also

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in finding out what method which is suitable for the students. The problem also

comes from the students who have different characteristics. Besides,

psychologically they are teenagers in which they like to change like what they

want and sometimes they are not interested in their study. In addition, writing is

difficult enough to learn if they do not practice to write. By practicing, the

students will be better in writing.

Each problem can be solved based on the situation. Therefore, many schools

complete their school facilities that can make teaching and learning processes run

well. Nowadays, teacher tries to make students eager to learn writing using

interesting thing.

Dealing with writing skill in the School Based Curriculum, there are two

kinds of competencies that must be achieved by the students namely Standard

Competence and Basic Competence. In the Standard Competence for Junior High

School, the students must be able to express the meaning of functional written text

in environment whereas in Basic Competence, the students must be able to

express the functional written texts such as narrative, descriptive, recount,

procedure, and report.

One of the Standard Competence of Junior High School in grade seventh

students is to express meaning in short functional text in the form of descriptive

and procedure text to interact with surrounding.

In order to improve students‟ mastery in writing procedure text, we should

be able to create and explain this subject clearly and comprehensively, so that it

will be something new, interesting and easy to understand for the students.

Procedure text becomes a subject in seventh grade lesson. The structure in making

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procedure text is familiar enough for students because sometimes they do it in

their daily life, such as when they want to make and play something.

In making a procedure text, a media can be used and one of the media is

using audio-visual aid of processes in the form of video. A video is interesting for

the students because it involves seeing and hearing like when they are watching

television. The video is about cooking in which there are some steps that can be

learned to make a procedure text. Those steps are shown in detail so that the

students will be clear and easy in producing a procedure text.

Here the writer tries to use audio-visual aid of processes as a means to

improve students‟ ability in writing procedure text for the seventh grader of SMP

Negeri 2 Tengaran. The writer hopes by using audio-visual aid of processes will

help students to write procedure text easier.

1.2 Reason for Choosing the Topic

The writer has two reasons for choosing this topic. First, the audio- visual aid of

processes is very interesting and exciting to write something especially for

procedure text. In addition, this technique is for Junior High School students

where they like an interesting thing to do something and not too serious. Besides,

there is no research on this before. So, the writer thinks this study will be useful.

Second, having some difficulties in teaching procedure text for seventh

grade Junior High School Students, the writer feels that it may proof fruitful to

make an attempt to use the audio-audio-visual aid of processes in writing a

procedure text as a solution in teaching the seventh grade Junior High School

students. Teacher should consider about the problem they faced.

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1.3 Statement of the Problem

Problem statement that the writer discussed in this study can be stated as follows:

How is the use of audio-visual aid of processes in improving students‟ mastery of

writing procedure text?

1.4 Objective of the Study

The objective of the study is stated as follows:

To find out how the use of audio-visual aid of processes could improve students‟

mastery of writing procedure text.

1.5 Limitation of the Study

In this final project, the writer limited the study by the following statements:

1) In this study only conducted to seventh grader of SMP Negeri 2 Tengaran.

2) The teaching and learning process in writing procedure text using audio-visual

aid of processes.

1.6 Significance of the Study

The result for this technique is that the students and teachers can apply what they

have learned by using the audio-visual aid of processes in writing procedure text.

First, for the students is that they can easily learn procedure text by using the

audio-visual aid of processes. The study is also expected that it would be useful to

communicate and write a procedure text by their self. Second, for the teacher is

that this can be the best way for teaching writing of procedure text. And third, for

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the researcher is that this can improve the knowledge of using new method in

writing procedure text. Besides, it can help the other researchers to find out the

other new method, so that there will be many interesting method in writing

procedure text.

1.7 Targeted Score after Treatment

By using the new method in writing procedure text, the researcher has a target

score to measure the students‟ achievement after treatment. In this research,

targeted score for the students is up to 70% of the mean score in writing.

1.8 Outline of the Report

Chapter 1 covers the background of the study, reasons for choosing the topic,

statements of the problem, objectives of the study, limitation of the study,

significance of the study, targeted score after treatment and the outline of the

report.

Chapter II is Review of Related Literature. This chapter explains about teaching

writing using audio-visual aid of processes.

Chapter III is Method of Investigation. It discusses subject of the study,

instrument of the study, steps in the action research, and the criterion of

assessment.

Chapter IV is Data Analysis and Discussion. It contains the description of the

study, analysis for the pre-test, analysis of each activity in each cycle, and analysis

of post-test.

Chapter V covers some conclusion and suggestion.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In the second chapter, the writer would like to talk about teaching English as a

foreign language especially for Junior High School students, general concept of

writing, definition of writing, technique of teaching writing, definition of text,

media for teaching writing procedure text, procedure text and teaching writing by

using audio-visual aid of processes.

2.1 Teaching English as a Foreign Language

Teaching English as a foreign language is teaching English to students whose first

language is not English. English as the international language is regarded as the

first foreign language in Indonesia which is taught as a compulsory subject in

schools from Junior High School up to Senior High School and in Elementary

School as a “local content”.

One of the goals of English teaching at Junior High School is to develop

students‟ communicative competence both spoken and written forms (listening,

speaking, reading and writing) to reach functional literacy level. The students are

hoped to be able to speak English fluently and write it well. What is needed is

how to make the Junior High School students interest in English. Therefore, it is

obvious that the teacher has to understand the characteristics of Junior High

School students in order to reach that goal.

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Junior High School students have special characteristics because they are

different with children and adult. A teacher has to understand about it, so the

teacher could make the special and different atmosphere for them.

One of the characteristics is that they like to be individual because Junior

High School students have a period of changing from children to adult. The

students are teenagers in the age of 11 to 14 years old that are categorized into

adolescent. Harmer (2001: 38) categorizes the characteristics of adolescents‟

learner into five points as follows:

1) They seem to be less lively and humorous than adult.

2) Identity has to be forged among classmates and friends: peer approval may be

considerably more important for the students than attention of the teacher.

3) They would be much happier if such problem did not exist.

4) They may be disruptive in class.

5) They have great capacity to learn, have a great potential for creativity and a

passionate commitment to things that interest them.

Therefore, they need something special to make them interested in their

study. They will be ready for their studying if they have been interested in there. It

means that the teaching and learning process have to be creative so that the

students will be enjoyable and also the goals of the lesson can be reached

effectively. They need something special in education that provides them

opportunities to explore. Moreover, writing is the difficult skill in which the

students have to learn more how to do it through a media. One of the media is

using the audio-visual aid of processes. Here the students will not get bored in

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writing because that media involves seeing and hearing, so it is easy to learn and it

is appropriate with their characteristics.

2.2 General Concept of Writing

The four skills that students have to learn are listening, speaking, reading and

writing. Writing is a skill where the students have to write what they have learned.

Writing also can be defined as a means to communicate with others about

experience. A writer can express ideas, experiences, thoughts, and feeling for a

specific purpose.

Writing is an extension of human language across time and space. Writing

most likely began as a consequence of political expansion in ancient cultures,

which needed reliable means for transmitting information, maintaining financial

accounts, keeping historical records, and similar activities.

There are four forms of writing as stated by Rivers (1968: 243). They are:

1) Notation

It is the simplest form of writing. This act involves nothing more than the

correct association of conventional symbols with sounds which have for the

writer no meaning and significant interrelationship. Putting it in another way,

it is an act of putting down in a conventional graphic form something which

has been spoken.

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2) Spelling

This act involves specific sound symbol conventions to discriminate among

various sounds.

3) Writing Practice

It involves a graphic form, according to the system accepted by educated

native speakers, combination of words, which may be spoken to convey a

certain meaning in specific circumstance.

4) Composition

It is the most highly developed form. In this form, writing refers to the

expression of ideas in consecutive way, according to the graphic conventions

of the language. The ultimate aim of a writer at this stage is in a polished

literary form, which requires the utilization of a special vocabulary and certain

refinements of structure.

2.2.1 Definition of writing

Writing is difficult enough to learn. When the students eager to write a text, they

have to be able to write a word, phrase, clause, sentence, paragraph and then text.

By writing they can express their idea and feeling in order to communicate with

others.

Because of the importance of writing, it is taught in schools. By learning

writing they can get knowledge how to write correctly so that their writing can be

accepted by others.

White (1980: 8) suggests three points about the importance of writing.

They are:

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1) The linguists had become interested in studying the characteristic of written

language as well as spoken language.

2) Teacher of English had become increasingly concerned with the need to teach

writing to students of science and technology, for whom ability to use the

spoken language might be secondary or even irrelevance.

3) Coinciding with the increased interest in written language by both linguists

and English teachers had been a considerable growth in the study of language

beyond the sentences that was in discourse.

In conclusion, writing is very complex in which we have to work harder in

producing a good writing. A good writing will be easy understood and more

enjoyable when the readers read that. Although how to make a writing is difficult,

it could be solved by using media too. That media should be appropriate for the

writer itself. Here the writer is a Junior High School student in which he needs to

understand how writing could be very important. Because of that importance, the

writer itself has to try to produce a good writing by learning the writing through

the media. It is hoped that the students will get easier in writing and have the

ability of writing well.

2.2.2 Technique of Teaching Writing

Technique of teaching writing is very important both for the teacher and also the

students. Writing is an important form of communication. Good writers use

different writing techniques to fit their purpose for writing. Taken from

http://www.how-to-study.com/study-skills/en/language-arts/18/writing-

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techniques/, to be a good writer, we must master each of the following writing

techniques. They are:

1) Description

Through description, a writer helps the reader use the senses of feeling,

seeing, hearing, smelling, and tasting to experience what the writer

experiences. Description helps the reader more clearly understand the people,

places, and things about which the writer is writing. It is the most common

form of writing. You will find descriptive writing in newspapers, magazines,

books, and most other forms of written communication.

2) Exposition

Through exposition, a writer informs, explains, and clarifies his/her ideas and

thoughts. Exposition goes beyond description to help the reader understand

with greater clarity and depth the ideas and thoughts of the writer. Expository

writing, like descriptive writing, is commonly found in newspapers,

magazines, books, and most other forms of written communication.

3) Narration

Through narration, a writer tells a story. A story has characters, a setting, a

time, a problem, attempts at solving the problem, and a solution to the

problem. Bedtime stories are examples of short stories while novels are

examples of long stories. The scripts written for movies and plays are further

examples of narrative writing.

4) Persuasion

Through persuasion, a writer tries to change a reader's point of view on a

topic, subject, or position. The writer presents facts and opinions to get the

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reader to understand why something is right, wrong, or in between. Editorials,

letters to the editor in newspapers and magazines, and the text for a political

speech are examples of persuasive writing.

5) Comparison and contrast

Through comparison and contrast, a writer points out the similarities and

differences about a topic. Comparison is used to show what is alike or in

common. Contrast is used to show what is not alike or not in common.

Describing living conditions in 1900 and living conditions today would allow

for much comparison and contrast.

By using the writing technique that fits your purpose, you will be able to

communicate your ideas effectively. When the ideas appear, it will be easy to

write and finally produce a good writing.

2.2.3 Definition of Text

The definition of text is stated by Anderson (1997: 1) that we live in a world of

words. When these words are put together to communicate a meaning, a piece of

text is created. It means that when we produce words, we have created a text.

Creating a text requires us to make choices about the words we use and how we

put them together. If we make the right choices then we can communicate with

others, our choices of words will depend on our purpose and our surrounding.

According to Anderson (1997: 1) that there are two main categories of

texts-literary and factual. Within these are various text types. Each text type has a

common way of using language. Those text types are shown in this figure below.

14

TEXT TYPES

LITERARY FACTUAL

Narrative Recount

Poetry Explanation

Drama Discussion

Information report

Exposition

Procedure

Response

Figure 2.1

The Category of Text Types

Literary texts include Aboriginal Dreaming stories, movie scripts, limericks,

fairy tales, plays, novels, song lyrics, mime and soap operas. They are constructed

to appeal to our emotions and imagination. Literary texts can make us laugh or

cry, think about our own life or consider our beliefs.

Factual texts include advertisement, announcements, internet web sites,

current affairs shows, debates, recipes, report and instructions. They present

information or ideas and aim to show, tell or persuade the audience. The main text

types in this category are recount, response, explanation, discussion, information

report, exposition and procedure.

Here the writer concludes that a text is divided into Literary and Factual

Text. Both can be a spoken or written form. Those texts can be learned in schools

15

including Junior High School and Senior High School. Teaching writing itself

also needs strategies and one of them is using a media. That media should be

appropriate, so it will be easier in teaching and also producing writing.

2.3 Media

In general, media refers to various means of communication. For example,

television, radio, and the newspaper are different types of media. According to

Advance Learners‟ Dictionary, media is the means of communicating with large

numbers of people. Taken from http://en.wikipedia.org/wiki/Media, media is a

tool used to store and deliver information or data. There are some kinds of media.

They are:

1) Advertising media

It is a form of communication intended to persuade an audience (viewers,

readers or listeners) to purchase or take some action upon products, ideas or

services.

2) Broadcast media

It is the distribution of audio and video content to a dispersed audience via

radio, television, or other, often digital transmission media.

3) Digital media

It is usually electronic media that works on digital codes.

4) Electronic media

It uses electronics or electromechanical energy for the end-user (audience) to

access the content.

5) Hypermedia

16

It is used as a logical extension of the term hypertext in which graphics, audio,

video, plain text and hyperlinks intertwine to create a generally non-linear

medium of information.

6) Mass media

It refers to collectively to all media technologies, including the internet,

television, newspaper, and radio, which are used for mass communications,

and to the organizations which control these technologies.

7) Multimedia

It is media and content that uses a combination of different content forms.

8) News media

It refers to the section of the mass media that focuses on presenting current

news to the public.

9) Print media

It is a process for reproducing text and image, typically with ink or paper

using a printing press.

10) Published media

It is the process of production and dissemination of literature or information.

11) Social media

It is a media for social interaction, using highly accessible and scalable

communication techniques.

Sadiman in Riana Eka Budiastuti (2007: 23) argues that the media for

teaching learning process in Indonesia can be classified as follows:

1) Games and Simulation ; e.g. words, people, and role playing

17

2) Visual media; media that can be seen and its function is distributing the

message from the sources to the receiver.

The example of visual media are pictures/photo, sketch, diagram, chart,

cartoon, map, globe, flannel board.

3) Audio media

Audio media is a media that is useful because of its sounds. The examples of

audio media are radio, tape, or Compact Disk.

4) Audio-Visual media

It is a media that are useful because of their sounds and pictures. TV, Video,

Computer, DVD, and so forth are the example of this kind of media.

5) Still projected media

Slides, film strip, OHP, opaque projector, micro film, film are the model of

still projected media.

The audio-visual aid of processes as one of the media has the main role in

teaching and learning process. It facilitates both teacher and students to reach the

goal of study and motivate their learning in interesting way. That media involves

some steps of doing something in which it will help the students in producing a

procedure text. Since it shows those steps in detail, the students will understand

the lesson easier using that media. Hopefully, by using this media the teaching

and learning process will be more effective and enjoyable.

18

2.3.1 Definition of Audio-visual Aid of Processes

Audio-visual aid is one of the media for teaching. According to Advance

Learners‟ Dictionary, media is the means of communicating with large number of

people.

Taken from http://answers.ask.com/Education/Other/, audio-visual aid is any

object or picture that relates to the subject being taught. Audio-visual aid is an

important tool because different people respond to different learning modalities. It

also adds interest to a discussion. In order to effectively use audio-visual aid, one

must learn from experience what will and won't work for an audience or group of

students. The audio-visual aid can take many forms and be presented in many

formats. It may be used in different settings, from classrooms to board rooms, and

anywhere that information is relayed to audiences on a regular basis.

2.3.2 Video

One of the audio-visual aid of processes is video. The definition of video in

Cambridge Advanced Learner‟s Dictionary is a recording of moving pictures and

sound that has been made on a long narrow strip of magnetic material inside a

rectangular plastic container, and which can be played on a special machine so

that it can be watched on television.

Taken from http://en.wikipedia.org/wiki/Video, video is the technology of

electronically capturing, recording, processing, storing, transmitting, and

reconstructing a sequence of still images representing scenes in motion. Video

typically is viewed with a television screen or a computer monitor. It may also be

19

watched on a personal media device. Video can be projected onto larger surface

such as a movie screen.

In this study, the writer will use video as a media to teach writing

procedure text. The video that will be used is available in our daily activities such

as food and household equipment. Since that video is familiar with the students,

hopefully the teaching writing of procedure text will be more effective and

enjoyable. It involves seeing and hearing in which the students will not get bored

and easy to learn.

The video here is about cooking. There will be someone who is cooking a

food and he will say and do all of the steps. While the video is running, the

students are allowed to write the important parts they need in producing their text.

The music instrument also will help the students more enjoyable during the

teaching and learning process. It is hoped that the students‟ result will be better

after using that media in producing a procedure text.

2.4 Procedure Text

Based on the KTSP, there are some kinds of texts that students have to learn in

Junior High School. Those are descriptive, procedure, recount, narrative and

report. In this study, the writer focuses on procedure t ext. According to that

curriculum procedure text has to be learned by seventh and ninth grade of Junior

High School.

According to Anderson (1997: 50) a procedure text is a piece of text that

gives us instructions for doing something. The instructions of procedure text are

20

through sequence of action and steps. The purpose of a procedure text type is to

explain how something can be done.

Gerot (1994: 206) argues that the generic structure of procedure text consist

of three points. They are:

1) Goal

According to Anderson (1997: 55) the goal of procedure text is an

introductory statement giving the aim or goal. The goal may be the title of the

text or sometimes it can be an introductory paragraph.

2) Materials

Anderson states that materials are list of the materials that will be needed for

completing the procedure. They can be a list or paragraph, but they are not

required for all procedural text.

3) Steps 1-n

Goal followed by a series of steps oriented to achieving the Goal.

Besides, procedure text also has lexicogrammatical features. They are:

1) Focus on generalized human agents

Generalized human agents means the most important things in procedure text.

Here the generalized human agents could be the materials. For example: two

players, a bowl of rice, two eggs, and etc.

2) Use of simple present tense, often imperative

According to Azar (1989: 11) the simple present tense says that something

was true in the past, is true in the present, and will be true in the future. The

simple present tense is used to express habitual or everyday activity.

21

For example: Water consists of hydrogen and oxygen.

3) Use mainly of temporal conjunctions

Temporal conjunction is to indicate sequence. For example first, second, then,

and then, next, and finally. It can be a number.

4) Use mainly of material processes

Gerot (1995: 55) states that material processes are processes of material doing.

They express the notion that some entity physically does something which

may be done to some other entity.

For example: The bushwalker tripped.

By using the good generic structure and lexicogrammatical features, the

writing of procedure text will be clear and logic so that it will be communicative

and easy to follow. It also will be easier when the students apply them through a

media.

2.5 Teaching Writing by Using Audio-visual Aid of Processes

Looking at the School Based Curriculum, the purpose of teaching English for

Junior High School students is to develop skills of communication both spoken

and written in order to be able to communicate fluently and write well. Teaching

writing becomes an important course since it has been taught in Junior High

School.

Taken from http://www.ehow.com, good writing is an important skill that

can be used in a variety of media. The ability to communicate to a large audience

stems from knowledge and execution of proper writing techniques. The product of

writing is a text. One of the texts that students have to learn is a procedure text.

22

Teaching procedure text is not different with teaching other texts. It needs a

technique in order to make students understand that lesson easier. The teacher is

also hoped to have a creative method in conducting the lesson. That creative

method needs well preparation in which the teacher has to use suitable, new and

interesting media.

In this study, the writer uses audio-visual aid of processes to teach writing

procedure text because the students must have been familiar in their surroundings.

The form of audio-visual aid of processes is a video in which it‟s like when they

are watching television. Hopefully, this media can be one of the best ways in

order to make the students interest in writing procedure text so that the purpose of

teaching learning process can be reached. The audio-visual aid of processes

involves seeing and hearing in which it is same with watching television. There

some steps of doing something and it is appropriate to produce a procedure text.

The students also will not get bored because of the music instrument in that video,

so it is easy to learn and appropriate with the characteristics of Junior High School

students.

2.6 Theoretical Framework

This section describes the concept of action research by Wallace (1998: 4) as the

writer takes for doing this study. Action research is a kind of research that is done

by systematically collecting data on your everyday practice and analyzing it in

order to come to some decisions about what your future practice should be. It is a

disciplined process of inquiry conducted by and for those taking the action. The

23

primary reason for engaging in action research is to assist the “actor” in

improving and/or refining his or her actions.

This action research includes preliminary idea, pre-survey, diagnosis,

planning, implementation, observation and reflection. It is started with a

preliminary idea as the finding problem faced in a class and then continued by

pre-survey and diagnosis. The spiraling cycles includes planning, implementation,

observation and reflection. The writer uses Brown Analytical Scale for rating

composition tasks (Brown, 2003: 244-245) to measure the students‟ ability. There

are five components that are measured. The first component is organization.

Organization deals with generic structure of a text. Next component is logical

development of ideas which deals with content of the text. The third component is

grammar. The fourth component is punctuation, spelling and mechanics. The last

component is style and quality of expression which mostly deal with vocabulary.

These are the several steps in doing action research the writer used can be drawn

as below:

24

Figure 2.2

Theoretical Framework in Action Research

The drawn shows the steps of doing action research. The first spiraling

cycles is planning in which the writer plans what she should do. The

implementation and observation are done during teaching learning process. The

reflection is to evaluate the outcome of the teaching and learning process. Then,

the conclusion and suggestion are gained from the result of this research.

WRITING

Preliminary Idea

Pre-Survey

Reflection

Observation

Implementation

Planning

Diagnosis

CAR

25

CHAPTER III

METHOD OF INVESTIGATION

The method of investigation in this action research consists of some parts and

steps. The writer would like to talk about research design, subject of the research,

data collection, analyzing the data, and steps of doing action research. In this

study, the writer describes the process of teaching writing procedure text by using

the audio-visual aid of processes.

3.1 Research Design

A research method used in this study is an action research. Action research is a

research which is done by a researcher to improve the quality of the teaching

learning activities. Moreover, Wallace (1998: 4) states that “action research is a

kind of research that is done by systematically collecting data on your everyday

practice and analyzing it in order to come to some decisions about what your

future practice should be”.

Action research entails identifying teaching strategies to solve certain

practical teaching and learning problems (Hartoyo (2009: 38). It means that

teaching itself is part of research. In other words, action research is a kind of

teaching in which teaching and research is inseparable.

The writer tries to teach writing procedure text using the audio-visual aid

of processes as a new media. It is started with a preliminary idea as the finding

problem faced in a class and then continued by pre-survey and diagnosis. The

27

26

spiraling cycles includes planning, implementation, observation and reflection.

The following is the action research cycle:

Figure 3.1

Steps of Doing Action Research

Hopefully, by doing this action research, the teaching learning process of

writing procedure text would be better.

Preliminary Idea

Pre-survey

Diagnosis

Implementation

Observation

Reflection

Planning

27

3.2 Subject of the Research

In this study, the writer did the research in the seventh grade of SMP Negeri 2

Tengaran in the academic year 2010/2011 as the subject of the study. SMP Negeri

2 Tengaran is located at Jl. Salatiga-Solo Km 07, Tengaran, Kab. Semarang. SMP

Negeri 2 Tengaran is a national standard school (SSN) in which the input of the

students is good enough. The mean of students‟ score of their elementary school

final exam was 7.9 in the academic year 2010/2011.

This school is also completed with good facilities, such as language

laboratory, computer laboratory, multimedia and some classes which are

completed with IT, so the teaching and learning process runs well. There are 27

classes which are distributed into 9 classes for the seventh year, 9 classes for the

eighth year and 9 classes for the ninth year. The writer decided to conduct this

action research in class VII-i, especially in writing. The students get difficulties in

producing a text in which most of them are lack of structure, vocabulary and

grammar. Since this is the class of the writer‟s that faced a problem in writing, the

writer tried to increase the students‟ mastery in this language skill using a new

media.

3.3 Data Collection

In this study, several procedures were used in order to get the empirical data

required. This research used observation sheet, field notes, pre-test, cycle I test,

cycle II test, post test and questionnaire. The aim is to know the students‟

response during the activities, to find out what extent was the students‟

achievement in writing procedure text during the teaching learning process.

28

3.4 Instrument of the Study

The instrument of the study is gone through four ways, depending on the necessity

and kind of information needed.

3.4.1 Observation

Observation or description about the teaching and learning process are worth data.

It is needed for observing or monitoring the on-going teaching learning process,

including the students and the teacher. There were five aspects of observation

towards the students, such as the students‟ attendance, the students‟ interest and

motivation, the students‟ activities during the teaching learning process, the

students‟ activities in focusing the attention to the teacher‟s explanation and the

students‟ cooperation in their group during the lesson.

There are also nine aspects of observation to the teacher, such as teacher‟s

ability in preparing the teaching learning process, opening the lesson, developing

teaching learning process, explaining the material, managing the class, using the

language, using media, conducting the assessment and closing the lesson.

3.4.2 Field Note

Field note was used to note finding and improvement during teaching learning

process of the classrooms activities. It was made in order to observe and get

information about the situation in the class. Based on Wallace‟s aspects, the writer

constructed five aspects which were also related to purpose of the study that asked

about the use of audio-visual aid of processes in teaching writing procedure text.

The explanation could be seen as follows:

29

Table 3.1

Wallace’s Aspects in Constructing Field Notes

Number of Question Students Opinion

1 About the process of teaching learning

2 About the students‟ attention

3 About the implementation of audio-visual aid

of processes

4 About the interaction between the students and

teacher

5 About the improvement of students‟ writing

skill after using audio-visual aid of processes

3.4.3 Test

The writer gave a pre-test, cycle I test, cycle II test and pos-test to collect the data.

The aim is to gather an in-depth understanding of human behavior and the reasons

that govern such behavior. Aiming at enhancing students learning, the writer

observes and gathers evidence of students learning systematically, makes

professional reflection and plans the strategies of improvement.

Pre-test is a test given before doing the action research. The writer came to

the chosen class and explained to the students what they were going to do. The

writer distributed the instrument and also explained a little about procedure text

and asked them to do the pre-test. The cycle tests were given during the treatment

as an exercise and practice for students. It was used to measure the improvement

of the treatment. And then post-test was given after all the activities. The test

30

given to the students was the same as the pre-test and the result was used to

analyze the effectiveness of using audio-visual aid of processes in teaching

writing procedure text.

3.4.4 Questionnaire

A questionnaire consists of a number of questions that the respondent has to

answer in a set format. There two kinds of questionnaire, those are open-ended

and close-ended questions. An open-ended question consists of some questions in

which the respondent has to formulate his own answer. It is different with a close-

ended question in which the respondent has to pick an answer from a given

number of options.

The questionnaire was used to find out:

(1) The ability and problem faced by students in writing activities

(2) The sustainability of the program conducted during the action research

(3) The advantages which were gained through the action research

In constructing the questionnaires, the writer used closed-ended question in

form of multiple choice items. Here there were fifteen multiple choice items. Each

of them had three options namely a, b, and c which showed the quality of each

variable. The writer followed Heaton‟ Classification of Questionnaire Graded

Score in analyzing the questionnaire data of each variable, they are:

31

Table 3.2

Guidelines of Questionnaire

Number of Question Students’ Opinion

1,2,3,4,5,6,7 About the students‟ interest

8,9,10 About the relevance

11,12,13 About the advantage

14 About the students‟ achievement

15 About sustainability

3.5 Analyzing the Data

The aim of this study was to find out whether the audio-visual aid of processes

could improve students‟ writing skill. Two tests that were given in this study were

to measure the students in mastering writing skill. In addition, observation, field

notes and questionnaires were also used in this action research.

3.5.1 Mode of Scoring

The writer used the analytic scale for rating composition tasks given by Brown

and Bailey (Brown, 2003: 244-245). There were five components that were

measured. The first component was organization. Organization dealt with generic

structure of a text. Next component was logical development of ideas which dealt

with content of the text. The third component was grammar. The fourth

component was punctuation, spelling and mechanics. The last component was

style and quality of expression which mostly dealt with vocabulary. The scheme

of rating scale could be seen as follows:

32

Table 3.3

Analytical Scale for Rating Composition Tasks

Categories Test Score Level of Achievement

I. Organization:

Introduction, Body and

Conclusion

20-18 Excellent to Good

17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

II. Logical development of

ideas; content

20-18 Excellent to Good

17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

III. Grammar

20-18 Excellent to Good

17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

IV. Punctuation, spelling,

and mechanics

20-18 Excellent to Good

17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

33

V. Style and quality of

expression

20-18 Excellent to Good

17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

The range score of each component was 1-20. Therefore, the maximum

score for each student was 100. The test result was by adding the score in each

component. The application of the scoring system was based on the condition and

ability of students.

3.5.2 Classifying the Scores

The scores were converted into numerical data. There are five items and each item

is scored 20, so the maximum score is 100. In classifying score, the writer used

the measurement students‟ achievement suggested by Harris (1969: 134).

Table 3.4

The Measurement of the Students’ Achievement

Criteria of Mastery Grade

91-100

81-90

71-80

61-70

51-60

Less than 50

Excellent

Very good

Good

Fair

Poor

Very poor

34

3.5.3 Criterion of Assessment

The students‟ success and failure in doing the activities planned above were

measured by referring to the criterion issued by the Department of Education and

Culture. To find the degree of students‟ achievement in each activity, the score of

average student is counted by using the following formula:

3.5.4 Method of Analyzing Questionnaire

In analyzing questionnaire the writer took some steps.

(1) grading the items

The writer used Heaton‟s score ranges cited in Fitri Yuni Asih (2010: 54). It

could be seen as follows.

Table 3.5

The Score Range of Questionnaire

Options Score

a 1

b 2

c 3

(2) tabulating the data

(3) calculating the mean

The writer used formula as follows.

the sum of the scores

The average :

the number of scores

35

(4) matching the mean to the criterion

The writer matched the mean of questionnaire result to the criteria below

quoted from Heaton in Fitri Yuni Asih (2010: 54):

Table 3.6

Classification of Graded Scores of Questionnaire

Range of

Mean

Students‟

Interest

The

Relevance

The

Advantage

Students‟

Achievement

Sustainability

0.00-1.00 Low Not

relevant

Not

helpful

Low Not necessary

1.01-2.00 Medium Relevant Helpful Medium Necessary

2.01-3.00 High Very

relevant

Very

helpful

High Very

necessary

3.5.5 Method of Analyzing Field Notes

From the field notes, the writer tried to describe and analyzed the condition during

the action research process. It would be explained clearly based on the aspects

which the writer used in making the field notes.

3.5.6 Method of Analyzing the Observation

The writer used observation sheet in order to observe the teaching learning

process including the students and the teacher. It is a certain form of sheet

intended for the collaborator as the observer. The writer asked one of English

teacher and the writer‟s friend to be the collaborator during the teaching learning

the total score

M =

the number

36

process. It would be explained clearly based on the aspects which the writer used

in making the observation.

3.6 Steps of Doing Action Research

In this study, the writer followed these steps of doing action research. It was

started with finding preliminary idea, did pre-survey and diagnosis. The spiraling

cycles included planning, implementation, observation and reflection.

3.6.1 Preliminary Idea

The idea appeared when the writer taught English in SMP Negeri 2 Tengaran. The

writer found that some students got difficulties in writing. Writing is one of the

four skills that needs very complex ways to master. When the students eager to

write, they need ideas and then they can share in their writing. But the problem is

that sometimes Junior High School students are lack of vocabularies and it can

make them lazy to write. The solution is they just write what they know without

trying to find out other vocabularies in a dictionary. Here the teacher also will get

the same difficulties. Therefore, in this study the writer would like to use audio-

visual aid of processes in the form of video to help the students in writing a

procedure text.

3.6.2 Pre-survey

Pre-survey is the next step in which the writer has to know about the condition of

that class. The writer found that the students didn‟t like to write and they spent

much time to write a simple writing. When they are not interested in writing, they

like to cheat their friends‟ job. Therefore, sometimes there some same jobs in a

37

class. From that case, the writer tries to find out a method to solve that the

problem, so the students will be independent in writing. The writer would choose

which problems would be solved first so that all of the problems could be solved

step by step.

3.6.3 Diagnosis

The diagnosis appeared when the writer taught about writing to the seventh grade

of Junior High School students. Here the topic is about writing a procedure text.

The writer analyzed and then used the audio-visual aid of processes to help the

students in writing a procedure text. The audio-visual aid of processes is one of

the solutions because it can make the students clear about that subject. A video as

part of the audio-visual aid of processes must be familiar to the students because it

is like when the students are watching television.

3.6.4 Planning

The planning here is the steps in doing the research. Planning is done to give the

solution for identified problem. In this research, the writer used the audio-visual

aid of processes (video) in teaching writing procedure text. The writer planned

cycles including the material, method and media and also some rhetorical steps

which would be used in teaching writing procedure text.

3.6.5 Implementation

The writer did pre-test, cycles and post-test. Pre-test was the first activity of the

action research. The test was given to identify the students‟ achievement in

38

writing procedure text. In this test the students were asked to make a procedure

text. The writer came to the chosen class and explained to the students what they

were going to do. The writer distributed the instrument and also explained a little

about procedure text and asked them to do the pre-test. The cycle tests were given

during the treatment as an exercise and practice for students. It was used to

measure the improvement of the treatment. And then post-test was given after all

the activities. The test given to the students was the same as the pre-test and the

result was used to analyze that using audio-visual aid of processes in teaching

writing procedure text was useful.

3.6.6 Observation

The writer observed what happened in the class and wrote how the teaching and

learning process was done when the students were taught how to make a

procedure text using video. The writer made observation sheet including the

aspects of observation to the students and teacher. Then the writer also made a

field note including the process of teaching learning, the students‟ attention, the

implementation of audio-visual aid of processes, the interaction between the

students and teacher and the improvement of students‟ writing skill after using

audio-visual aid of processes.

3.6.7 Reflection

After doing treatment, the writer then made a reflection. In this stage, the outcome

of teaching and learning process was evaluated to get clear whether or not there is

an improvement score of pre-test and post-test. When all the cycles are completed,

39

the students had post-test in which they had to make another procedure text. Then

the writer compared the result of pre-test and post-test. Here the writer concluded

that two cycles were enough because there was an improvement between pre-test

and post-test.

40

CHAPTER IV

RESULT OF THE STUDY

In this chapter, the writer would like to discuss the result of data analysis and the

findings discovered in this action research. The analysis begin by the analysis of

pre-test, cycle I, cycle II, post-test, questionnaires, field notes up to the overall

analysis. Here is the analysis of each stage:

4.1 Analysis of Treatment

The result of teaching writing procedure text for seventh grade of SMP Negeri 2

Tengaran in the academic year of 2010/2011 by using the audio-visual aid of

processes would be reported here. This deals with the analysis of the treatment the

writer done from the pre-test up to the post-test. The data indicated an increase of

students‟ achievement in writing procedure text.

4.1.1 Analysis of Pre-Test

As the beginning of the research activity, the writer conducted a pre-test. The

purpose of this test was to identify the students‟ ability in writing a procedure text

before getting the treatment. The pre-test was conducted on April, 3rd

2011. In this

test, the students were asked to write a simple procedure text based on the pictures

(picture of chicken soup and its materials) given by the writer. There were 34

students joining this pre-test. They were given 40 minutes to do the test

beginning at 11.30 am. The writer began the test by giving a short explanation

about what they should do in the test. Each student did the test individually.

41

The result of the students‟ achievement in pre-test can be seen in appendix

1. This test was intended to find out the students‟ weaknesses before getting some

treatments and to get preliminary score for the action research. The mean of the

result of this pre-test was unsatisfactory. The average of the students‟ pre-test was

56.97, in which the highest score was 65 and the lowest score was 32. The

average of the students‟ result was calculated as follow:

the sum of the scores

The average:

the number of the scores

: 1937

34

: 56.97

The distribution of students‟ pre-test score is shown by the following diagram:

Diagram 4.1 Result of Pre-Test

7

26

191-100 (excellent)

81-90 (very good)

71-80 (good)

61-70 (fair)

51-60 (poor)

Less than 50 (very

poor)

Here is also the table that showed students‟ level of achievement in Pre-Test:

Table 4.1

Students’ Level Achievement of Pre-Test

No. Organization Content Grammar Mechanics Style

1 Excellent to

42

Good

2 Good to

Adequate 7

3 Adequate to

Fair 26 19 9 4 13

4 Unacceptable 1 15 24 30 21

5 Not-college

level work 1

Total 34 34 34 34 34

Most of the students got difficulties in each criteria of Brown Analytical

Scale (2003:244). Moreover, their vocabulary was also limited. Therefore, they

found many difficulties to write what they mean to communicate. That was why

they seemed not to be enthusiastic in their writing. From the data in appendix 1, it

could be concluded that the students were not successful in writing procedure text

without having clear explanation about text organization of procedure text before.

Thus, the treatment in each activity would be very effective and important to

enhance the students‟ writing skill.

4.1.2 Analysis of Cycle I Test

There were two meetings in the first cycle. The first meeting of cycle I was

conducted on April, 7th

2011. After that the second meeting of cycle I was

conducted on April, 19th

2011. The description of each meeting could be seen as

follows:

43

4.1.2.1 Teaching Learning Activity I

In this first meeting of cycle I, all activities could run well. All of the students

seemed to pay attention to the teacher seriously during teaching learning activity.

There were two main activities in this meeting: Building Knowledge of the Field

and Modeling of the Text. The first stage was Building Knowledge of the Field

(BKOF). In this stage, the writer introduced and explained the definition, social

purpose, generic structure and lexicogrammatical features of procedure text. Here

some students also asked the difficult parts and then the writer explained that parts

again.

The next stage was Modeling of the Text (MOT). Here the writer presented

and discussed a procedure text entitled “How to Make an Instant Noodle” to the

students. They were asked to understand the content of that text and discussed

together with the writer. After that, the writer explained about generic structure

and lexicogrammatical features which were used in that text. Furthermore, the

writer also explained about imperative sentence and then asked the students to

make an imperative sentence.

4.1.2.2 Teaching Learning Activity II

Before continuing to the next stage, the writer repeated the explanation at the

previous meeting. This second meeting of cycle I was for Joint Construction of

the Text (JCOT) and Independent Construction of the Text (ICOT). As well as the

teaching learning activity in the first meeting of cycle I, all activities in second

meeting also could run well.

In Joint Construction of the Text activity, the writer used language

laboratory in which the writer played a video of cooking. After introducing that

44

video, the writer asked the students to write what was on that video as their draft.

And then the writer gave cycle I test as the Independent Construction of the Text

activity. They were asked to write a procedure text individually based on their

draft.

There were 36 students joining this cycle I test. The topic from the video

was “How to Make Fried Rice”. They were given 40 minutes to do their test

started at 11.45 am. The average of the students‟ result was calculated as follow:

the sum of the scores

The average:

the number of the scores

: 2323

36

: 64.53

The distribution of students‟ cycle I score is shown by the following diagram:

Diagram 4.2 Result of Cycle I Test

6

21

9

91-100 (excellent)

81-90 (very good)

71-80 (good)

61-70 (fair)

51-60 (poor)

Less than 50 (very

poor)

Here is also the table that showed students‟ level of achievement in Cycle I Test:

45

Table 4.2

Students’ Level Achievement of Cycle I Test

No. Organization Content Grammar Mechanics Style

1 Excellent to

Good

2 Good to

Adequate 14 5 1 1

3 Adequate to

Fair 22 27 28 27 31

4 Unacceptable 4 7 9 4

5 Not-college

level work

Total 36 36 36 36 36

After conducting the cycle I test, the writer analyzed and calculated the

data. Based on the calculation above, it can be seen that the students‟ average

result in cycle I test was 64.53. It increased 7.56 point from the pre-test result. The

result of the cycle I test showed that all of the students increased their score from

the pre-test before. The highest score was 76 while the lowest score was 55 (see

appendix 2).

It also can be seen in the diagram 4.2 and table 4.2 that the students‟

achievement in organizing procedure text increased. However, most of them were

still lack in grammar, mechanics (punctuation and spelling) and style aspects.

Consequently, the writer should conduct next cycle by emphasizing on grammar,

mechanics and style. Since the result of cycle I test was still under the targeted

score, the steps were revised. It was intended to improve the result of the writing

test for the next test.

46

4.1.3 Analysis of Cycle II Test

In the cycle II, the writer made a well preparation to improve the students‟

achievement in writing procedure text. After analyzing the result in the first cycle,

the writer prepared a lesson plan, test item and also media that are improvement

from the previous cycle. This second cycle was the revision of the first cycle. The

main focus of this treatment was to eliminate the students‟ difficulties in writing

procedure text especially in grammar, mechanics and style aspects.

There were also two meetings in the second cycle. The first meeting of

cycle II was conducted on May, 3th

2011. After that the second meeting of cycle II

was conducted on May, 4th

2011. The description of each meeting could be seen

as follows:

4.1.3.1 Teaching Learning Activity III

The first meeting of this cycle II was conducted on May, 3rd

2011 in language

laboratory. There were 35 students attending the teaching and learning procedure

text process. Generally, the second treatment was similar with the first treatment.

It was done through four stages.

The first stage of this cycle was Building Knowledge of the Field (BKOF).

The writer reviewed the last meeting by asking some questions orally. Then, the

writer gave another example of procedure text entitled “How to Make a

Cardboard Photo Frame” as the next stage in Modeling of the Text (MOT). Here

the writer explained more about grammar using that example and also the

language features they could use in writing a procedure text. Besides, the writer

also explained about spelling and punctuation because most of the students had

47

mistakes in writing their sentences. After that, in Joint Construction of the Text

(JCOT) the writer played a video entitled “How to Make Chicken Soup” and

showed the students the important steps that they could write as their draft in

writing their procedure text.

4.1.3.2 Teaching Learning Activity IV

The second meeting of this cycle II was conducted on May, 4th

2011. The writer

did the last stage. This stage was Independent Construction of the Text in which

the students got cycle II test. The students were asked to write a procedure text

individually entitled “How to Make Chicken Soup” based on the video that had

been played. It was the third test of the four tests in this action research. They had

to finish their work in for about 40 minutes. Surprisingly, some of them had

finished their writing less than 40 minutes. After analyzing their written procedure

text product, the writer calculated the average of students‟ result in cycle II test.

The average of the students‟ result was calculated as follow:

the sum of the scores

The average:

the number of the scores

: 2671

35

: 76.31

48

The distribution of students‟ cycle II score is shown by the following diagram:

Diagram 4.3 Result of Cycle II Test

5

27

3

91-100 (excellent)

81-90 (very good)

71-80 (good)

61-70 (fair)

51-60 (poor)

Less than 50 (very poor)

Here is also the table that showed students‟ level of achievement in Cycle II Test:

Table 4.3

Students’ Level Achievement of Cycle II Test

No. Organization Content Grammar Mechanics Style

1 Excellent to

Good

2 Good to

Adequate 35 25 23 18 26

3 Adequate to

Fair 10 12 17 9

4 Unacceptable

5 Not-college

level work

Total 35 35 35 35 35

After conducting the cycle II test, the writer analyzed and calculated the

data. Based on the calculation above, it can be seen that the students‟ average

result in cycle II test was 76.31. It increased 11.78 point from the cycle I test

result. The result of the cycle II test showed that all of the students increased their

score from the cycle I test before and it was also higher that the targeted score of

49

the treatment that is 70. The highest score was 84 while the lowest score was 70

(see appendix 3).

Most of the students had used correct grammar and mechanics. They also

had enriched their vocabularies and were able to produce more words in their

writing product. Based on the fact, it could be concluded that the writer succeeded

in applying the audio-visual aid of processes in teaching writing procedure text in

this second cycle.

4.1.4 The Analysis of Post-Test

The post-test was conducted on May, 5th

2011. This test was given to the students

after all of the activities in the cycle I and cycle II were done. The post-test items

were similar to the pre-test. In this test, the students were asked to write a simple

procedure text based on the picture (picture of omelet and its materials) given by

the writer. There were 34 students following this post-test. They were given 40

minutes to do their post-test started at 07.20 am.

This test aimed to find out whether there was an improvement from the

students after they were treated by using “audio-visual aid of processes” in

teaching writing procedure text. The result of post-test could be seen in appendix

4. The average of the students‟ result was calculated as follow:

the sum of the scores

The average:

the number of the scores

: 2788

34

: 82.00

50

The distribution of students‟ cycle II score is shown by the following diagram:

Diagram 4.4 Result of Post-Test

25

9

91-100 (excellent)

81-90 (very good)

71-80 (good)

61-70 (fair)

51-60 (poor)

Less than 50 (very poor)

Here is also the table that showed students‟ level of achievement in Post-Test:

Table 4.4

Students’ Level Achievement of Post-Test

No. Organization Content Grammar Mechanics Style

1 Excellent to

Good 12 3

2 Good to

Adequate 22 31 34 30 34

3 Adequate to

Fair 4

4 Unacceptable

5 Not-college

level work

Total 34 34 34 34 34

Based on the calculation above, it can be seen that the students‟ average

result in cycle II test was 82.00. The highest score was 85 while the lowest score

was 76 (see appendix 4). They could organize their writing well. From the

analysis above, it can be concluded that the students‟ achievement in the learning

writing procedure text using audio-visual aid of processes had significant

51

improvement. In short, using audio-visual aid of processes was effective to

improve the students‟ ability in writing procedure text.

4.2 Analysis of Questionnaire

The questionnaire was given after the post-test activity on May, 5th

2011. It

consisted of 15 items to be answered by 34 students. The purposes of giving this

questionnaire were to identify the students‟ view about research and support the

primary data.

In analyzing questionnaire, the writer took some steps. Each step would be

explained as follows:

(5) grading the items

The questionnaire consisted of 15 items and each question had three options

namely a, b, c. Each option was given a score. The writer used Heaton‟s score

ranges. It could be seen as follows.

Table 4.5

The Score Range of Questionnaire

Options Score

a 1

b 2

c 3

(6) tabulating the data

The aim of tabulating data was to make the result of questionnaire clear and

readable.

52

(7) calculating the mean

The writer used Mills formula to calculate the mean.

The result of calculating the mean was as follows:

Table 4.6

The Mean of the Questionnaire

Number of Question Students’ Opinion Mean

1,2,3,4,5,6,7 Students‟ interest 2.2

8,9,10 The relevancy 2.3

11,12,13 The advantage 2.4

14 The students‟ achievement 2.2

15 Sustainability 2.2

(8) matching the mean to the criterion

The last step was matching the mean to the criterion. The writer matched the

mean of questionnaire result to the Heaton‟s Classification of Graded Score of

Questionnaire below:

the total score

M =

the number

53

Table 4.7

The Category of the Heaton’s Questionnaire Criterion

Number of Question Students’ Opinion Mean Criterion

1,2,3,4,5,6,7 Students‟ interest 2.2 High

8,9,10 The relevancy 2.3 Very Relevant

11,12,13 The advantage 2.4 Very Helpful

14 The students‟ achievement 2.2 High

15 Sustainability 2.2 Very Necessary

Based on the result of matching the mean to the criterion above, the writer

concluded that:

(a) The students‟ interest in learning procedure text using “audio-visual aid of

processes” was high. It could be said that they were very enthusiastic in

learning writing procedure text using new media. They seemed to pay more

attention about the material the writer given.

(b) The relation between the procedure text in “audio-visual aid of processes” and

the procedure text which the students often practiced and learned in their daily

activities was very relevant. In case, the use of “audio-visual aid of processes”

was similar with when they were watching television. Therefore, they would

know that they could learn another example of procedure text from their daily

life.

(c) Teaching writing procedure text using “audio-visual aid of processes” was

very helpful. It made the students easier to understand how to write a

54

procedure text. Here the students wrote a draft before they wrote their own

text in which they just did not think their idea in their mind.

(d) The students‟ achievement in learning writing procedure text was high after

using “audio-visual aid of processes”. The writer conducted two cycles in

which the targeted score could be reached after cycle II test. It could be seen

from the result of pre-test, cycle I test, cycle II test and post-test which showed

that there was a result improvement of each test.

(e) The students‟ thought about learning writing procedure text using “audio-

visual aid of processes” was necessary. 94% of students answered that the use

of “audio-visual aid of processes” could be given continually in teaching

learning process. It could be concluded that the students were interested in

using “audio-visual aid of processes” as their media.

4.3 Analysis of the Field Notes

In this research, the writer also used the field notes as the instrument of collecting

the data. There were five aspects which were used in the teaching learning

process. Those are the materials, the students‟ attention, the implementation of

audio-visual aid of processes, the interaction between the students and teacher,

and the improvement of students‟ writing skill after using audio-visual aid of

processes. The field notes were analyzed in each cycle.

4.3.1 The Analysis of Field Note in Cycle I

The result of field notes in cycle I would be explained as follows:

1) The material

55

The material was based on syllabus of School Based Curriculum. It was taken

from Standard Competence No. 12 “Expressing the meaning of written short

functional text and a simple essay in descriptive and procedure form to interact

with the nearest environment” and Basic Competence No. 12.2 “Expressing the

meaning of rhetorical steps accurately, fluently, and acceptably using written

language to interact with the nearest environment in form of descriptive and

procedure texts”. In the beginning of the activity, the students still confused about

the material. The writer explained all of content related to the text. The writer

delivered the material using power point presentation and also introduced the

video of cooking as their text.

2) The students‟ attention

Most of the students paid attention during the teaching and learning process

although sometimes the writer warned them to pay more attention. When the

writer introduced a video, they began to pay attention to the writer and looked

interested in the lesson given.

3) The implementation of audio-visual aid of processes

The implementation of teaching and learning procedure text using audio-visual

aid of processes was good. The students understood how to apply audio-visual aid

of processes as media in learning procedure text by looking at the steps. The

audio-visual aid of processes helped them enough in mastering procedure text.

4) The interaction between the students and writer

Both students and writer conducted an active interaction during the teaching

learning process. The students often asked the writer if they had difficulties. Some

of them also would be the volunteer when the writer asked the some questions.

56

5) The improvement of students‟ writing skill after using audio-visual aid of

processes

In the beginning of their writing procedure text activity, the students still confused

about the generic structure and language features of procedure text. The writer

delivered the treatment in order to improve the students‟ achievement. Therefore,

the students could understand about generic structure, language features and also

various vocabularies in writing procedure text.

4.3.2 The Analysis of Field Notes in Cycle II

The results of the field notes in cycle II were as follows:

1) The material

The writer improved the material using power point presentation and also gave

various common the video of cooking as their text. The writer also explained parts

of the material which were still confusing to the students.

2) The students‟ attention

Most of the students paid attention during the teaching and learning and they

looked more interested in the lesson given through the video. They also liked to

ask some questions which showed that they enjoyed the teaching learning process.

3) The implementation of audio-visual aid of processes

The implementation of teaching and learning procedure text using audio-visual

aid of processes was better than the first treatment. The use of audio-visual aid of

processes could help the students in mastering procedure text.

4) The interaction between the students and writer

57

Both students and writer conducted an active interaction during the teaching

learning process. The students could follow the teaching and learning process

actively and interactively.

5) The improvement of students‟ writing skill after using audio-visual aid of

processes

In the last test, each student could write procedure text better than before. They

were able to organize appropriate generic structure, grammar, mechanics and used

various expressions and vocabularies.

4.4 Analysis of the Observation

The observation was used in order to gain the students‟ activities and the teacher‟s

performance during conducting cycle I and cycle II.

4.4.1 The Analysis of Observation in Cycle I

The results of the observation in cycle I were as follows:

(1) Observation of the students‟ activities

a. The students‟ attendance was 97%.

34 students were present in the first meeting (94%) and 36 students were

present in the second meeting (100%) of cycle I.

b. The students‟ interest and motivation were 38%.

9 students had great interest and motivation in the first meeting (25%) and

18 students had great interest and motivation in the second meeting (50%)

of cycle I.

c. The students‟ activities during the teaching learning process were 47%.

58

16 students were active during the teaching learning process in the first

meeting (44%) and 18 students were active during the teaching learning

process in the second meeting (50%) of cycle I.

d. The students‟ activities in focusing the attention to the teacher‟s

explanation were (63%)

18 students focused on the teacher‟s explanation in the first meeting (50%)

and 27 students focused on the teacher‟s explanation in the second meeting

(75%) of cycle I.

e. The students‟ cooperation in their group during the lesson was 63%.

18 students were cooperative in their group during the lesson in the first

meeting (50%) and 27 students were cooperative in their group during the

lesson in the second meeting (75%) of cycle I.

(2) Observation of the teacher‟s performance

a. The teacher‟s ability in preparing the teaching learning process was 75%.

The teacher was very good in preparing the teaching learning process in

both meetings (75%) of cycle I.

b. The teacher was excellent in opening the lesson in both meetings (100%) of

cycle I.

c. The teacher was very good in developing teaching learning process in both

meetings (75%) of cycle I.

d. The teacher was good in explaining the material to the students in both

meetings (65%) of cycle I.

59

e. The teacher was very good in managing the class in both meetings (75%) of

cycle I. The teacher gave time to the students to ask questions and asked

some questions about the material to the students to check the students‟

understanding.

f. The teacher was good in using the language in both meetings (65%) of

cycle I. The teacher‟s voice was not very loud in the first meeting, so some

students in the back row could not hear her voice clearly and the teacher

made her voice louder in the second meeting. The teacher used correct

intonation, but sometimes used too many Indonesian words to explain the

material.

g. The teacher was very good in using the media in both meetings (75%) of

cycle I. The teacher used power point presentation in the first meeting and

audio-visual aid of processes (video) in the second meeting.

h. The teacher was good in conducting the assessment in both meetings (65%)

of cycle I. The teacher conducted the assessment in pairs in the first

meeting and asked the students to work individually in the second meeting.

i. The teacher was excellent in closing the lesson in both meetings (100%) of

cycle I.

4.4.2 The Analysis of Observation in Cycle II

The results of the observation in cycle II were as follows:

(1) Observation of the students‟ activities

a. The students‟ attendance was 99%.

60

35 students were present in the first meeting and 36 students were present

in the second meeting of cycle II.

b. The students‟ interest and motivation were 78%.

27 students had great interest and motivation in the first meeting (75%) and

29 students had great interest and motivation in the second meeting (80%)

of cycle II.

c. The students‟ activities during the teaching learning process were 75%.

27 students were active during the teaching learning process in the first

meeting (75%) and 27 students were active during the teaching learning

process in the second meeting (75%) of cycle II.

d. The students‟ activities in focusing the attention to the teacher‟s

explanation were (82%)

29 students focused on the teacher‟s explanation in the first meeting (80%)

and 30 students focused on the teacher‟s explanation in the second meeting

(83%) of cycle II.

e. The students‟ cooperation in their group during the lesson was 79%.

29 students were cooperative in their group during the lesson in the first

meeting (83%) and 27 students were cooperative in their group during the

lesson in the second meeting (75%) of cycle II.

(2) Observation of the teacher‟s performance

a. The teacher‟s ability in preparing the teaching learning process was 85%.

The teacher was very good in preparing the teaching learning process in

both meetings (85%) of cycle II.

61

b. The teacher was excellent in opening the lesson in both meetings (100%) of

cycle II.

c. The teacher was very good in developing teaching learning process in both

meetings (85%) of cycle II. The teacher revised the plan from the cycle I in

both meetings.

d. The teacher was very good in explaining the material to the students in both

meetings (85%) of cycle II. Most of the students have understood about the

material and the teacher repeated in and asked the difficult parts of the

material in both meetings.

e. The teacher was very good in managing the class in both meetings (85%) of

cycle II. The teacher gave time to the students to ask questions and checked

the students‟ understanding.

f. The teacher was very good in using the language in both meetings (80%) of

cycle II. The teacher‟s voice was louder than previous cycle in both

meetings. The teacher used correct intonation although sometimes used

Indonesian words to explain the material.

g. The teacher was very good in using the media in both meetings (85%) of

cycle II. The teacher used power point presentation in the first meeting and

audio-visual aid of processes (video) in the second meeting.

h. The teacher was very good in conducting the assessment in both meetings

(80%) of cycle II. The teacher conducted the assessment in pairs in the first

meeting and asked the students to work individually in the second meeting.

i. The teacher was excellent in closing the lesson in both meetings (100%) of

cycle II.

62

4.5 Overall Analysis

This research was conducted in six meetings including two cycles and six main

activities (pre-test, first treatment, cycle I test, second treatment, cycle II test and

post-test). The aim of this research was to know to what extend the application of

audio-visual aid of processes in improving the students‟ mastery of writing

procedure text. The result of this research also was gained from the observation,

field notes and questionnaire which showed the students‟ improvement in their

behavior. Therefore, the writer only conducted two cycles since it had reached the

targeted score after treatment.

The analysis used rating scale in order to find out the average or mean of

the test result. In the first cycle, the students‟ average was increased 7.56 point

from the pre-test 56.97 became 64.53. All of the students increased their scores in

writing procedure text. And then, in the second cycle, the students‟ average was

increased 11.78 point became 76.31. And it continually increased in the post-test

5.69 point became 82.00. Here is the graph of the test which shows the students‟

improvement during the action research:

63

Diagram 4.5 The Graph of the Test

56.97

64.53

76.31

82

0

10

20

30

40

50

60

70

80

90

pre-test cycle I test cycle II test post-test

This action research also showed the improvement of the students‟

activities and teacher‟s performance using observation sheet. Each aspect of the

students‟ activities showed the improvement in both cycles. The students‟

activities in cycle I showed that no more 70% of students were active during the

teaching learning process, but more than 70% of students had great interest,

motivation and cooperation during the teaching learning process in cycle II. Here

is the graph which shows the students‟ activities during the teaching learning

process:

64

Diagram 4.6 The Graph of Students' Activities

0%

20%

40%

60%

80%

100%

120%

cycle I cycle II

cycle I 97% 38% 47% 63% 63%

cycle II 99% 78% 75% 82% 79%

Students'

Attendance

Students'

Interest

Students'

Activities

Students'

Attention

Students'

Cooperation

Moreover, the teacher‟s performance was observed in nine aspects and it

also showed an increase. The teacher‟s performance in cycle I showed that the

teacher was good in explaining the material, using the language and conducting

the assessment. The teacher was very good in preparing, developing, managing

the class and using the media during the teaching learning process. Then the

teacher was excellent in opening and closing the lesson. The teacher‟s

performance in cycle II showed the increase during the teaching learning process.

Here is the graph which shows the teacher‟s performance during teaching learning

process:

65

Diagram 4.7 The Graph of Teacher's Performance

0%

20%

40%

60%

80%

100%

120%

cycle I cycle II

cycle I 75% 100% 75% 65% 75% 65% 75% 65% 100%

cycle II 85% 100% 85% 85% 85% 80% 85% 80% 100%

Preparing TLPOpening the

Lesson

Developing

TLP

Explaining

Material

Managing the

Class

Using the

Language

Using the

Media

Conducting

Assessment

Closing the

Lesson

Based on the result of analysis above, the use of audio-visual aid of

processes in teaching writing procedure text could improve the students‟ writing

ability especially in writing procedure text. Then, it also could improve the

students‟ attitude in which the students had better interest, motivation and

cooperation. Both result of the test and students‟ attitude showed their increase so

that the use of audio-visual aid of processes was successful in teaching writing

procedure text.

66

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the writer would like to draw some conclusions about this research

and also give some suggestions as the contribution to support the teaching

learning process.

5.1 Conclusion

Based on the data analysis in the previous chapter, the writer drew the following

conclusions:

First, learning writing procedure text through “audio-visual aid of

processes” was more interesting than just writing without any media. Moreover

the students enjoyed writing procedure text after they were given a new treatment

using an interesting media.

Second, the action research on teaching writing procedure text for class

VII-i of SMP Negeri 2 Tengaran was successful. There were six meetings which

were divided into two cycles. There was an increase for the students‟ writing

ability after doing pre-test, cycle I test, cycle II test and post-test. It was proven by

the students‟ average which was increased 7.56 point from the pre-test 56.97

became 64.53. And then, in the second cycle, the students‟ average was increased

11.78 point became 76.31. And it continually increased in the post-test 5.69 point

became 82.00.

The students‟ attitude during the teaching learning process was also better

in each meeting of both cycles. The students‟ attitude in cycle I showed that no

more 70% of students did not have interest, motivation and cooperation during the

66

67

teaching learning process. Then they showed an increase in cycle II since more

than 70% of students were active during the teaching learning process. They had

great interest, motivation, cooperation and also focused on the teacher‟s

explanation so that the teaching learning process could run well.

Finally, by the fact that the result of post test was higher than the targeted

score after treatment and the students‟ attitude was also better, it could be

concluded that this action research was successful to improve students‟ ability in

writing procedure text. Moreover, the students could improve their skill in writing

procedure text by comprehending the generic structure and lexicogrammatical

features of procedure text.

5.2 Suggestion

Based on the conclusion above, the writer would like to offer some suggestions.

First, the teacher should know their students‟ ability in order to find out the

students‟ difficulties, so the teacher can solve the students‟ problem. Second, for

teaching writing genre, the students should be stimulated on interesting media,

such as video, game, picture, etc.

The teacher should be able to encourage their students by acting out for

getting attention from the students and supporting them that they can improve

their comprehension in their study. Other English teachers would like to practice

their students in their class to enable for writing ability. Therefore, the teacher

should not teach monotonously in teaching learning process by making scaffolds

as clear as possible to make students more comprehensive about the material.

68

Furthermore, it is possible for another researcher to do the same research or

continuing this research.

69

APPENDICES

70

Appendix 1

THE RESULT OF PRE-TEST

No. Code

Components of Writing Score

Score

Organization Content Grammar Mechanics Style

1 S-01 14 11 11 11 11 58

2 S-02 - - - - - -

3 S-03 14 12 12 8 10 56

4 S-04 13 11 10 10 12 56

5 S-05 - - - - - -

6 S-06 14 12 11 9 11 57

7 S-07 15 11 12 14 12 64

8 S-08 14 12 10 10 12 58

9 S-09 15 14 10 11 12 62

10 S-10 14 11 11 11 11 58

11 S-11 12 11 10 8 11 52

12 S-12 13 12 11 10 12 58

13 S-13 14 12 12 8 10 56

14 S-14 12 12 11 9 11 55

15 S-15 15 11 12 14 12 64

16 S-16 14 12 12 8 10 56

71

17 S-17 13 12 10 8 11 54

18 S-18 14 11 9 10 11 55

19 S-19 13 12 11 10 11 57

20 S-20 14 11 10 10 12 57

21 S-21 8 6 5 7 6 32

22 S-22 14 11 9 10 11 55

23 S-23 14 12 12 8 11 57

24 S-24 15 14 10 11 12 62

25 S-25 15 14 10 11 12 62

26 S-26 15 12 12 12 12 63

27 S-27 13 12 11 10 11 57

28 S-28 14 10 10 11 12 57

29 S-29 12 11 10 9 11 53

30 S-30 14 12 14 14 11 65

31 S-31 15 14 9 8 11 57

32 S-32 13 12 11 10 12 58

33 S-33 14 11 11 10 12 58

34 S-34 14 11 9 10 11 55

35 S-35 14 11 11 10 11 57

36 S-36 14 12 12 8 10 56

Sum 465 395 361 338 378 1937

Mean 13.67 11.61 10.61 9.94 11.11 56.97

72

Appendix 2

THE RESULT OF CYCLE I TEST

No. Code

Components of Writing Score

Score

Organization Content Grammar Mechanics Style

1 S-01 16 14 13 14 13 70

2 S-02 12 11 12 11 12 58

3 S-03 14 13 12 10 13 62

4 S-04 14 12 14 12 12 64

5 S-05 16 16 14 12 14 72

6 S-06 14 14 12 13 12 65

7 S-07 16 14 14 14 14 72

8 S-08 14 12 10 10 12 58

9 S-09 16 14 13 13 12 68

10 S-10 12 14 12 13 12 63

11 S-11 12 12 12 12 10 58

12 S-12 16 14 12 13 12 67

13 S-13 14 12 12 12 12 62

14 S-14 14 14 12 13 12 65

15 S-15 16 16 10 11 14 67

16 S-16 14 14 12 11 12 63

73

17 S-17 12 11 12 10 10 55

18 S-18 12 14 10 13 13 62

19 S-19 12 14 12 11 13 62

20 S-20 13 12 10 12 12 59

21 S-21 13 12 10 12 12 59

22 S-22 14 12 12 12 12 62

23 S-23 14 12 11 13 12 62

24 S-24 16 14 13 13 14 70

25 S-25 16 16 14 13 14 73

26 S-26 16 16 14 13 14 73

27 S-27 12 14 10 12 12 60

28 S-28 14 12 12 12 12 62

29 S-29 16 14 12 14 12 68

30 S-30 14 14 12 12 14 66

31 S-31 12 12 12 10 10 56

32 S-32 16 14 12 14 12 68

33 S-33 16 16 16 12 16 76

34 S-34 16 14 13 13 14 70

35 S-35 16 14 13 14 14 71

36 S-36 12 11 12 10 10 55

Sum 512 484 438 439 450 2323

Mean 14.22 13.44 12.17 12.19 12.50 64.53

74

Appendix 3

THE RESULT OF CYCLE II TEST

No. Code

Components of Writing Score

Score

Organization Content Grammar Mechanics Style

1 S-01 17 16 14 15 16 78

2 S-02 16 14 13 13 14 70

3 S-03 16 14 13 13 14 70

4 S-04 16 14 15 15 14 74

5 S-05 17 16 17 17 17 84

6 S-06 17 16 16 16 15 80

7 S-07 17 16 16 16 15 80

8 S-08 - - - - - -

9 S-09 17 15 16 16 16 80

10 S-10 17 14 15 15 15 76

11 S-11 17 15 15 14 15 76

12 S-12 17 15 15 16 15 78

13 S-13 16 14 13 13 14 70

14 S-14 15 14 15 14 13 71

15 S-15 17 16 16 16 15 80

16 S-16 16 14 15 14 14 73

75

17 S-17 16 14 13 14 14 71

18 S-18 17 16 16 16 17 82

19 S-19 16 15 14 14 14 73

20 S-20 16 15 15 14 15 75

21 S-21 16 15 15 14 15 75

22 S-22 17 16 14 14 16 77

23 S-23 17 16 14 14 16 77

24 S-24 17 15 15 15 14 76

25 S-25 17 17 15 17 16 82

26 S-26 17 16 16 16 17 82

27 S-27 16 15 15 16 15 77

28 S-28 15 15 14 13 15 72

29 S-29 17 15 15 16 15 78

30 S-30 17 15 14 15 16 77

31 S-31 16 16 14 13 16 75

32 S-32 15 14 14 15 15 73

33 S-33 17 17 15 16 17 82

34 S-34 17 16 15 14 16 78

35 S-35 17 16 15 14 16 78

36 S-36 15 14 15 14 13 71

Sum 576 531 517 517 530 2671

Mean 16.46 15.17 14.77 14.77 15.14 76.31

76

Appendix 4

THE RESULT OF POST-TEST

No. Code

Components of Writing Score

Score

Organization Content Grammar Mechanics Style

1 S-01 18 17 17 16 17 85

2 S-02 - - - - - -

3 S-03 17 16 15 16 16 80

4 S-04 17 16 16 15 16 80

5 S-05 18 17 17 15 17 84

6 S-06 18 17 17 16 17 85

7 S-07 18 17 15 16 17 83

8 S-08 - - - - - -

9 S-09 18 17 16 15 16 83

10 S-10 17 17 17 16 17 84

11 S-11 17 16 16 15 16 80

12 S-12 18 17 17 16 17 85

13 S-13 17 17 16 15 16 81

14 S-14 17 17 16 15 16 81

15 S-15 17 16 17 16 16 82

16 S-16 17 16 15 14 16 78

17 S-17 17 16 16 16 16 81

77

18 S-18 17 17 16 15 17 82

19 S-19 17 16 16 16 16 81

20 S-20 17 17 16 14 16 80

21 S-21 17 17 15 15 16 80

22 S-22 17 17 16 15 17 82

23 S-23 17 16 15 16 16 80

24 S-24 18 17 16 17 17 85

25 S-25 18 17 17 15 17 84

26 S-26 18 18 17 15 17 85

27 S-27 17 16 16 16 16 81

28 S-28 17 16 16 16 16 81

29 S-29 17 17 16 16 16 82

30 S-30 18 18 16 16 17 85

31 S-31 17 16 15 12 16 76

32 S-32 17 17 16 15 16 81

33 S-33 18 18 15 17 17 85

34 S-34 18 17 17 16 17 85

35 S-35 17 17 16 15 17 82

36 S-36 17 16 16 14 16 79

Sum 590 569 546 523 559 2788

Mean 17.35 16.74 16.06 15.38 16.44 82.00

78

Appendix 5

The Result of Questionnaire

No Students'

Code

Score per Item Total

Score Mean

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1 S-01 3 2 2 1 2 3 1 2 2 2 3 3 3 3 3 35 2.3

2 S-02 - - - - - - - - - - - - - - - - -

3 S-03 3 3 3 1 2 2 2 2 3 2 2 2 3 1 3 34 2.3

4 S-04 3 3 3 1 3 3 2 2 2 2 3 3 2 2 2 36 2.4

5 S-05 3 3 3 2 1 1 1 2 2 2 2 2 1 2 2 29 1.9

6 S-06 2 2 3 1 3 3 1 2 2 2 3 2 2 2 3 33 2.2

7 S-07 3 3 3 2 2 2 2 3 2 2 2 3 2 1 2 34 2.3

8 S-08 - - - - - - - - - - - - - - - - -

9 S-09 3 2 2 2 2 3 1 1 2 3 2 3 3 3 3 35 2.3

10 S-10 2 2 2 2 3 3 1 2 2 2 2 3 2 2 2 32 2.1

11 S-11 2 3 2 2 2 2 2 2 3 3 3 2 2 3 2 35 2.3

12 S-12 2 3 3 2 3 3 1 3 3 2 3 2 2 2 2 36 2.4

13 S-13 3 3 3 1 3 3 2 2 3 2 2 2 2 2 3 36 2.4

14 S-14 2 3 2 2 2 3 2 2 2 2 3 2 3 2 3 35 2.3

15 S-15 3 3 3 2 3 2 2 3 3 3 3 2 3 3 3 41 2.7

16 S-16 2 3 2 1 3 3 1 2 3 3 3 3 3 2 2 36 2.4

17 S-17 2 3 2 1 2 2 3 2 2 2 2 2 2 2 2 31 2.1

18 S-18 3 3 3 1 2 2 2 2 3 2 3 2 2 2 2 34 2.3

19 S-19 3 2 3 2 2 2 2 2 3 2 3 2 3 2 2 35 2.3

20 S-20 3 3 2 1 3 3 2 3 3 2 3 3 3 2 2 38 2.5

79

21 S-21 3 2 2 1 2 2 2 2 3 2 2 2 2 2 2 31 2.1

22 S-22 3 2 2 1 2 2 2 2 3 3 3 3 3 2 2 35 2.3

23 S-23 2 3 3 1 2 2 2 2 3 2 2 2 2 3 3 34 2.3

24 S-24 3 3 2 1 3 3 2 2 3 3 3 3 3 2 2 38 2.5

25 S-25 3 2 3 2 3 3 2 2 2 2 2 3 2 3 3 37 2.5

26 S-26 3 3 3 1 3 3 1 2 2 3 3 2 2 2 1 34 2.3

27 S-27 3 2 3 2 2 2 2 3 2 2 3 2 2 3 2 35 2.3

28 S-28 2 3 2 1 2 2 1 2 1 2 2 2 2 2 2 28 1.9

29 S-29 2 2 2 2 2 2 1 3 3 2 2 2 2 1 2 30 2.0

30 S-30 2 3 2 2 1 2 2 2 1 1 2 2 3 3 2 30 2.0

31 S-31 3 3 3 1 3 2 1 3 3 3 2 2 3 2 3 37 2.5

32 S-32 2 2 3 1 2 3 1 2 2 2 3 2 2 2 2 31 2.1

33 S-33 3 3 3 1 3 3 1 2 3 3 2 2 2 3 2 36 2.4

34 S-34 3 3 3 1 3 3 2 2 3 3 3 3 3 2 2 39 2.6

35 S-35 3 3 3 1 2 3 1 2 2 2 2 2 3 3 2 34 2.3

36 S-36 3 3 2 1 2 2 1 2 3 3 2 2 2 2 1 31 2.1

Sum 90 91 87 47 80 84 54 74 84 78 85 79 81 75 76 1165

Mean 2.2 2.3 2.4 2.2 2.2 2.3

80

Appendix 6

STANDAR ISI SMP KELAS VII

Kelas VII Semester 2

Standar Kompetensi Kompetensi Dasar

Mendengarkan

7. Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat

7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi jasa, meminta dan memberi barang, serta meminta dan memberi fakta

7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi pendapat , menyatakan suka dan tidak suka, meminta klarifikasi, dan merespon secara interpersonal

8. Memahami makna

dalam teks lisan

fungsional dan

monolog pendek

sangat sederhana

yang berbentuk

descriptive dan

procedure untuk

berinteraksi

dengan

lingkungan

terdekat

8.1 Merespon makna yang terdapat dalam

teks lisan fungsional pendek sangat

sederhana secara akurat, lancar, dan

berterima untuk berinteraksi dengan

lingkungan terdekat

8.2 Merespon makna yang terdapat dalam

monolog sangat sederhana secara akurat,

lancar, dan berterima untuk berinteraksi

dengan lingkungan terdekat dalam teks

berbentuk descriptive dan procedure

81

Standar Kompetensi Kompetensi Dasar

Berbicara

9. Mengungkapkan

makna dalam

percakapan

transaksional dan

interpersonal sangat

sederhana untuk

berinteraksi dengan

lingkungan terdekat

9.1 Mengungkapkan makna dalam

percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi)

sangat sederhana dengan menggunakan

ragam bahasa lisan secara akurat, lancar,

dan berterima untuk berinteraksi dengan

lingkungan terdekat yang melibatkan

tindak tutur: meminta dan memberi jasa,

meminta dan memberi barang, dan

meminta dan memberi fakta

9.2 Mengungkapkan makna dalam

percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi)

sangat sederhana dengan menggunakan

ragam bahasa lisan secara akurat, lancar,

dan berterima untuk berinteraksi dengan

lingkungan terdekat yang melibatkan

tindak tutur: meminta dan memberi

pendapat, menyatakan suka dan tidak

suka, meminta klarifikasi, merespon

secara interpersonal

10. Mengungkapkan

makna dalam teks

lisan fungsional dan

monolog pendek

sangat sederhana

berbentuk

descriptive dan

procedure untuk

berinteraksi dengan

lingkungan terdekat

10.1 Mengungkapkan makna yang terdapat

dalam teks lisan fungsional pendek sangat

sederhana dengan menggunakan ragam

bahasa lisan secara akurat, lancar, dan

berterima untuk berinteraksi dengan

lingkungan terdekat

10.2 Mengungkapkan makna dalam monolog

pendek sangat sederhana dengan

menggunakan ragam bahasa lisan secara

akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan terdekat

dalam teks berbentuk descriptive dan

procedure

82

Standar Kompetensi Kompetensi Dasar

Membaca

11. Memahami makna

teks tulis fungsional

dan esei pendek

sangat sederhana

berbentuk

descriptive dan

procedure yang

berkaitan dengan

lingkungan terdekat

11.1 Merespon makna yang terdapat dalam

teks tulis fungsional pendek sangat

sederhana secara akurat, lancar dan

berterima yang berkaitan dengan

lingkungan terdekat

11.2 Merespon makna dan langkah retorika

secara akurat, lancar dan berterima

dalam esei sangat sederhana yang

berkaitan dengan lingkungan terdekat

dalam teks berbentuk descriptive dan

procedure

11.3 Membaca nyaring bermakna teks

fungsional dan esei pendek dan sangat

sederhana berbentuk descriptive dan

procedure dengan ucapan, tekanan dan

intonasi yang berterima

Menulis

12. Mengungkapkan

makna dalam teks

tulis fungsional dan

esei pendek sangat

sederhana

berbentuk

descriptive dan

procedure untuk

berinteraksi dengan

lingkungan terdekat

12.1 Mengungkapkan makna dalam teks tulis

fungsional pendek sangat sederhana

dengan menggunakan ragam bahasa tulis

secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan

terdekat

12.2 Mengungkapkan makna dan langkah

retorika dalam esei pendek sangat

sederhana dengan menggunakan ragam

bahasa tulis secara akurat, lancar dan

berterima untuk berinteraksi dengan

lingkungan terdekat dalam teks

berbentuk descriptive dan procedure

83

Appendix 7

Lesson Plan

(Cycle I)

School

:

SMP NEGERI 2 TENGARAN

Subject : English

Class/Semester : VII/2

Standard Competence : 12. Mengungkapkan makna dalam teks tulis fungsional dan

esei pendek sangat sederhana berbentuk descriptive dan

procedure untuk berinteraksi dengan lingkungan terdekat

Basic Competence : 12.2 Mengungkapkan makna dan langkah retorika dalam esei

pendek sangat sederhana dengan menggunakan ragam

bahasa tulis secara akurat, lancar dan berterima untuk

berinteraksi dengan lingkungan terdekat dalam teks

berbentuk descriptive dan procedure

Indicator

:

identify the definition and social function of procedure text

analyze the generic structure of procedure text

analyze the language features of procedure text

write a simple procedure text

Kind of text : Procedure Text

Skill : Writing

Time allotment : 4 X 40 minutes (2 meetings)

84

I. Purpose of Study/Objective of Learning

In the end of the study using the video of procedure text the students will be able to:

1. identify the definition and social function of procedure text correctly,

2. analyze the generic structure of procedure text correctly,

3. analyze the language features of procedure text correctly,

4. write a simple procedure text correctly.

II. Material of Learning

1. Procedure text (how to make an instant noodle)

2. Grammar

Simple present tense

Imperative sentence

3. Vocabulary

dice

slice

crack

stir

fry

serve

4. Video of procedure text (how to make fried rice)

III. Method of Study

1. Listening

2. PPP (Presentation, Practice and Production)

IV. Steps of Learning Activity

A. Opening Activity

1. Greeting and check the attendance list.

“Good morning, class. How are you today?”

“Before starting our lesson, let‟s call the roll.”

2. Apperception

“Have you ever watched cooking program in television?”

3. Motivation

“What‟s on your mind about our lesson today?”

4. Teacher shows the purpose of study

85

In the end of the study using the video of procedure text the students will be

able to:

identify the definition and social function of procedure text correctly,

analyze the generic structure of procedure text correctly,

analyze the language features of procedure text correctly,

write a simple procedure text correctly.

5. Teacher talks about the material

We will learn about procedure text by using video as a media, you‟ll watch a

video „how to make fried rice‟.

B. Main activity

a. First Meeting

1. Building Knowledge of the Field (BKOF).

Give a general background about procedure text.

Before we start the lesson, I want to ask you some question. Do you have

any favorite food?

Do you know how to make it?

Do you know what kind of text is that explain the procedural of how to

cook or make something?

Yeah, recipe is one example of procedure text.

2. Modeling of the Text (MoT).

Give a procedure text entitled “How to make an instant noodle”.

Here is one example of procedure text. It is the recipe of “how to make an

instant noodle”.

Explain about generic structure and lexicogrammatical features of

procedure text which were used on the text.

Now, after you read the text we can find the generic structure and

lexicogrammatical feature of this text…..

Explain about imperative sentence and then asked the students to make an

imperative sentence.

Imperative sentence is….and it is used as…, here we can find the

imperative sentence on your text…..

Now try to make your own example of imperative sentence….

b. Second Meeting

3. Joint construction of the text (JCoT)

Show the video of cooking using LCD.

Ok class, let‟s get down to our business.

Here is a video of cooking. Pay attention and look at the video!

86

Give them the instructions of the lesson.

Ok, after you watch the video, I will repeat it and write down the important

part of that video. You may work in pairs. Let‟s watch the video!

While you are watching the video, find the difficult vocabulary on the

video, and imperative sentences used in this video, then make the draft of

procedure text based on this video in pairs, but you have to finalize your

text individually.

Identify the vocabulary on the game.

While you are playing the game, find the difficult vocabulary on the video,

note it in your book and find the meaning in Indonesia.

Identify the imperative sentences used in the game.

Find the imperative sentences used in this game, note it in your book and

find the meaning in Indonesia.

4. Independent Construction of the Text (ICoT)

The students make a draft of procedure text based on the picture, in pair.

After you watched the video and noted the vocabulary and imperative

sentences used in this video, now you have to make the draft of procedure

text based on the video you watch.

The students develop the draft individually.

Make a procedure text, based on the draft you have made with your partner

individually.

C. Closing activity

Ask the students to give the feedback such as the difficulty they got, and the

impression they got from the lesson.

After you watched the video, can you mentioned the communicative purpose and

imperative sentences used on the procedural video you watched?

After studying the structure, communicative purpose, and also imperative

sentence, can you use it to write the procedural processes on your daily life?

V. Source of Study

1. Laptop

2. Wardiman, Artono, dkk. 2008. English Focus Kelas VII. Jakarta: Pusat

Perbukuan Departemen Pendidikan Nasional.

3. Video of cooking (how to make fried rice)

VI. Structure of Assignment

a. Technique : Written test

b. Instrument Form : Written

c. Instrument :

87

1. Write your name and student number

2. Look at your draft and make a text as shown on the video!

3. You may use conjunctions such as first, second, then, after that and so on or

just put numbers such as 1, 2, 3, and so on.

d. Rubric of Assignment

Categories Test Score Level of Achievement

VI. Organization:

Introduction, Body and

Conclusion

20-18 Excellent to Good

17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

VII. Logical development

of ideas; content

20-18 Excellent to Good

17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

VIII. Grammar

20-18 Excellent to Good

17-15 Good to Adequate

88

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

IX. Punctuation, spelling,

and mechanics

20-18 Excellent to Good

17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

X. Style and quality of

expression

20-18 Excellent to Good

17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

89

a) Maximal score : 100

b) The formula :

Score X 100

Max score

Semarang, 30 Maret

2011

Guru Bahasa Inggris, Practitioner,

Ambarini Setyowati, S.Pd. Masfa Maiza

NIP. NIM. 2201407189

Mengetahui;

Kepala Sekolah,

Dhofari, S.Pd., M.M.

NIP. 19591017 198303 1 006

90

Appendix 8

Lesson Plan

(Cycle II)

School

:

SMP NEGERI 2 TENGARAN

Subject : English

Class/Semester : VII/2

Standard Competence : 13. Mengungkapkan makna dalam teks tulis fungsional dan

esei pendek sangat sederhana berbentuk descriptive dan

procedure untuk berinteraksi dengan lingkungan terdekat

Basic Competence : 12.3 Mengungkapkan makna dan langkah retorika dalam esei

pendek sangat sederhana dengan menggunakan ragam

bahasa tulis secara akurat, lancar dan berterima untuk

berinteraksi dengan lingkungan terdekat dalam teks

berbentuk descriptive dan procedure

Indicator

:

identify the definition and social function of procedure text

analyze the generic structure of procedure text

analyze the language features of procedure text

write a simple procedure text

Kind of text : Procedure Text

Skill : Writing

Time allotment : 4 X 40 minutes (2 meetings)

91

I. Purpose of Study/Objective of Learning

In the end of the study using the video of procedure text the students will be able to:

1. identify the definition and social function of procedure text correctly,

2. analyze the generic structure of procedure text correctly,

3. analyze the language features of procedure text correctly,

4. write a simple procedure text correctly.

II. Material of Learning

1. Procedure text (how to make a cardboard photo frame)

2. Grammar

Simple present tense

Imperative sentence

3. Vocabulary

beat

chop

tear

cook

serve

4. Video of procedure text (how to make Chinese chicken soup)

III. Method of Study

1. Listening

2. PPP (Presentation, Practice and Production)

IV. Steps of Learning Activity

A. Opening Activity

1. Greeting and check the attendance list.

“Good morning, class. How are you today?”

“Before starting our lesson, let‟s call the roll.”

2. Apperception

“Have you ever watched cooking program in television?”

3. Motivation

“What‟s on your mind about our lesson today?”

4. Teacher shows the purpose of study

In the end of the study using the video of procedure text the students will be

able to:

92

identify the definition and social function of procedure text correctly,

analyze the generic structure of procedure text correctly,

analyze the language features of procedure text correctly,

write a simple procedure text correctly.

5. Teacher talks about the material

Do you still remember what we‟ve learned in the last meeting? We will learn

about procedure text by using video as a media, you‟ll watch a video „how to

make Chinese chicken soup”.

B. Main activity

a. First Meeting

1. Building Knowledge of the Field (BKOF).

Give a general background about procedure text.

Before we start the lesson, I want to ask you some question. Do you have

any favorite food? Have you ever made something by your own self?

Do you know how to make it?

Do you know what kind of text is that explain the procedural of how to

cook or make something?

Yeah, recipe is one example of procedure text.

2. Modeling of the Text (MoT).

Give a procedure text entitled “How to make a cardboard photo frame”.

Here is one example of procedure text. It is the recipe of “how to make a

cardboard photo frame”.

Explain about generic structure and lexicogrammatical features of

procedure text which were used on the text.

Now, after you read the text we can find the generic structure and

lexicogrammatical feature of this text…..

Explain about imperative sentence and then asked the students to make an

imperative sentence.

Imperative sentence is….and it is used as…, here we can find the

imperative sentence on your text…..

Now try to make your own example of imperative sentence….

3. Joint construction of the text (JCoT)

Show the video of cooking using LCD.

Ok class, let‟s get down to our business.

93

Here is a video of cooking. Pay attention and look at the video!

Give them the instructions of the lesson.

Ok, after you watch the video, I will repeat it and write down the important

part of that video. You may work in pairs. Let‟s watch the video!

While you are watching the video, find the difficult vocabulary on the

video, and imperative sentences used in this video, then make the draft of

procedure text based on this video in pairs, but you have to finalize your

text individually.

Identify the vocabulary on the game.

While you are watching the video, find the difficult vocabulary on the

video, note it in your book and find the meaning in Indonesia.

Identify the imperative sentences used in the game.

Find the imperative sentences used in this game, note it in your book and

find the meaning in Indonesia.

b. Second Meeting

4. Independent Construction of the Text (ICoT)

The students make a draft of procedure text based on the picture, in pair.

After you watched the video and noted the vocabulary and imperative

sentences used in this video, now you have to make the draft of procedure

text based on the video you watch.

The students develop the draft individually.

Make a procedure text, based on the draft you have made with your partner

individually.

C. Closing activity

Ask the students to give the feedback such as the difficulty they got, and the

impression they got from the lesson.

After you watched the video, can you mentioned the communicative purpose and

imperative sentences used on the procedural video you watched?

94

After studying the structure, communicative purpose, and also imperative

sentence, can you use it to write the procedural processes on your daily life?

V. Source of Study

1. Laptop

2. Wardiman, Artono, dkk. 2008. English Focus Kelas VII. Jakarta: Pusat

Perbukuan Departemen Pendidikan Nasional.

3. Video of cooking (how to make Chinese chicken soup)

VI. Structure of Assignment

a. Technique : Written test

b. Instrument Form : Written

c. Instrument :

1. Write your name and student number

2. Look at your draft and make a text as shown on the video!

3. You may use conjunctions such as first, second, then, after that and so on or

just put numbers such as 1, 2, 3, and so on.

d. Rubric of Assignment

Categories Test Score Level of Achievement

XI. Organization:

Introduction, Body and

Conclusion

20-18 Excellent to Good

17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

XII. Logical development 20-18 Excellent to Good

95

of ideas; content

17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

XIII. Grammar

20-18 Excellent to Good

17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

XIV. Punctuation,

spelling, and mechanics

20-18 Excellent to Good

17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

XV. Style and quality of 20-18 Excellent to Good

96

expression 17-15 Good to Adequate

14-12 Adequate to Fair

11-6 Unacceptable

5-1 Not college-level work

c) Maximal score : 100

d) The formula :

Score X 100

Max score

Semarang, 23 April

2011

Guru Bahasa Inggris, Practitioner,

Ambarini Setyowati, S.Pd. Masfa Maiza

NIP. NIM. 2201407189

Mengetahui;

Kepala Sekolah,

Dhofari, S.Pd., M.M.

NIP. 19591017 198303 1 006

97

Appendix 9

Pre-Test

Time allotment : 40 minutes

Instructions:

Write your name and student number on the test paper!

Look at the picture below!

Imagine that you make food as shown on the picture above!

Make a text of how to cook that food!

You may use conjunctions such as first, second, third, and so on or just put

numbers such as 1, 2, 3, and so on.

Key words: slice, dice, boil, put into, add, stir, serve

98

potatoes cabbage carrots tomatoes

chicken

salt garlic pepper

~ GOOD LUCK ~

99

Appendix 10

Post-Test

Time allotment : 40 minutes

Instructions:

Write your name and student number on the test paper!

Look at the picture below!

Imagine that you make food as shown on the picture above!

Make a text of how to cook that food!

You may use conjunctions such as first, second, third, then, next and so on or

just put numbers such as 1, 2, 3, and so on.

Key words: slice, grind, crack, beat, add, mix, heat, fry, flip, serve

eggs carrots tomatoes sausage celery

100

salt garlic pepper butter

~ GOOD LUCK ~

Questionnaires Nama :

No :

Kelas :

Jawablah pertanyaan di bawah ini

dengan cara memberikan tanda silang

101

Appendix 11

1. Apakah Anda menyukai pelajaran Bahasa Inggris?

a. tidak suka b. sedikit suka c. suka

2. Menurut Anda sulitkah mempelajari Bahasa Inggris?

a. sangat sulit b. sulit c. tidak sulit

3. Apakah pembelajaran Bahasa Inggris Anda selama ini menyenangkan?

a. tidak menyenangkan b. sedikit menyenangkan c.

sangat menyenangkan

4. Menurut Anda sulitkah pelajaran menulis dalam Bahasa Inggris?

a. tidak sulit b. sulit c. sangat sulit

b. Menurut Anda menyenangkankah mempelajari procedure text menggunakan

“video” sebagai media?

a. tidak menyenangkan b. menyenangkan c. sangat

menyenangkan

c. Apakah Anda menyukai pembelajaran procedure text menggunakan “video”?

a. tidak suka b. suka c. sangat suka

d. Apakah anda pernah menulis procedure text sebelumnya?

a. tidak pernah b. pernah c. sering

e. Pernahkah terlintas dalam benak Anda bahwa acara memasak di televisi

adalah merupakan contoh dari procedure text?

a. tidak pernah b. pernah c. sering

f. Apakah Anda pernah menyadari bahwa contoh procedure text bisa kita temui

dalam kehidupan sehari-hari?

a. tidak pernah b. pernah c. sering

g. Apakah Anda cukup mengenal “video” dalam kehidupan sehari-hari Anda?

a. tidak mengenal b. cukup mengenal c. sangat

mengenal

pada pilihan yang disediakan!

102

h. Apakah mempelajari procedure text menggunakan “video” dapat menambah

semangat Anda dalam mempelajari Bahasa Inggris?

a. tidak menambah b. cukup menambah c. sangat

menambah

i. Apakah “video” sebagai media pembelajaran dapat membantu Anda

menguasai procedure text?

a. tidak membantu b. cukup membantu c. sangat

membantu

j. Apakah “video” yang diberikan bisa menghilangkan kejenuhan selama

pelajaran Bahasa Inggris?

a. tidak bisa b. bisa c. sangat bisa

k. Apakah ada perbedan penguasaan procedure text sebelum dan sesudah

menggunakan media “video”?

a. tidak berbeda b. berbeda c. sangat berbeda

l. Apakah kegiatan belajar mengajar menggunakan “video” sebagai media perlu

dilanjutkan dalam mempelajari procedure text?

a. tidak perlu b. perlu c. sangat perlu

103

Appendix 13

FIELD NOTE

CYCLE I (1st

Meeting)

Date No Aspects Result

April, 7th

2011 1 The material BKOF: introduce and explain about

procedure text (generic structure

and lexicogrammatical features)

MOT: give a text entitled “How to

Make an Instant Noodle) using

power point presentation

The students still need more

explanation.

2 The students‟ attention The students seemed not too

enthusiastic and getting bored. The

writer warned them to pay more

attention because some of them had

a talk with friends.

3 The implementation of the

audio-visual aid of processes

-

4 The interaction between the

students and the writer

3 students asked some question and

the writer answered and explained

again

104

5 The improvement of

students‟ writing skill after

using the audio-visual aid of

processes

-

FIELD NOTE

CYCLE I (2nd

Meeting)

Date No Aspects Result

April, 19th

2011 1 The material

JCOT: The writer played a video of

cooking entitled “How to Make

Fried Rice”

ICOT: The writer conducted cycle I

test by asking them to arrange a

procedure text based on the video

2 The students‟ attention The students seemed enthusiastic

and serious while they were

watching the video.

3 The implementation of the

audio-visual aid of

processes

As the first time using this media, it

was good because some of students

understood how to apply this media

by looking at the steps shown on

the video.

4 The interaction between the 10 students asked about the video

105

students and the writer and the writer answered what‟s on

video to make them clear. Some of

them also would be the volunteer

when the writer asked some

questions.

5 The improvement of

students‟ writing skill after

using the audio-visual aid of

processes

The improvement here was shown

by the students‟ result after using

this media (cycle I test). They were

still lack in grammar, vocabulary

and mechanics.

106

FIELD NOTE

CYCLE II (1st

Meeting)

Date No Aspects Result

May, 3rd

2011 1 The material BKOF: repeated the previous

explanation about procedure text

including the generic structure and

lexicogrammatical features.

MOT: gave the another example of

procedure text entitled “How to

Make Cardboard Photo Frame”

using power point presentation.

JCOT: played another videos of

cooking entitled “How to Make

Chinese Chicken Soup” and

showed the important parts on that

video

2 The students‟ attention The students paid attention during

teaching and learning process. They

enjoyed this meeting while the

video was played.

3 The implementation of the

audio-visual aid of processes

The result of this aspect was same

with the result of previous meeting

because they haven‟t got the next

test although they seemed

interested and enjoyed this teaching

learning process.

4 The interaction between the

students and the writer

12 students asked about the

material and the video. Then the

writer answered what‟s on video to

make them clear. Besides, they

107

were enthusiastic when the writer

asked some questions orally and

they answered quickly although

sometimes they gave incomplete

answer.

5 The improvement of

students‟ writing skill after

using the audio-visual aid of

processes

The result of this aspect was same

with the result of previous meeting

because they haven‟t got the next

test although they showed an

increase when the writer asked

some questions orally.

108

FIELD NOTE

CYCLE II (2nd

Meeting)

Date No Aspects Result

May, 4th

2011 1 The material

ICOT: played the video and

conducted cycle I test by asking

them to arrange a procedure text

based on the video

2 The students‟ attention The students seemed enthusiastic

and serious while they were

watching the video. They enjoyed

this teaching learning process.

3 The implementation of the

audio-visual aid of

processes

It was better than the previous

treatment. It could help the students

in mastering procedure text. They

really understood how to apply the

steps on the video in arranging their

procedure text.

4 The interaction between the

students and the writer

They paid more attention and

seemed very enthusiastic when the

writer gave some questions. The

students could enjoy the teaching

and learning process actively and

interactively.

5 The improvement of

students‟ writing skill after

using the audio-visual aid of

processes

This result was shown by the result

of cycle II test. They could write

procedure text better than before.

They had appropriate generic

structure and lexicogrammatical

features.

109

Appendix 12

OBSERVATION SHEET

CYCLE I (1st Meeting)

Class :

Day and date :

Observer :

a. Students’ Activities

No Students’ Activities Indicator Result

1 Students‟ attendance

1. 9 students were present. (25%)

2. 18 students were present. (50%)

3. 27 students were present. (75%)

4. 36 students were present. (100%)

2 Students‟ interest

and motivation

1. 9 students had great interest and motivation. (25%)

2. 18 students had great interest and motivation. (50%)

3. 27 students had great interest and motivation. (75%)

4. 36 students had great interest and motivation. (100%)

3 Students‟ activities

during the teaching

learning process

1. 9 students were active during the teaching learning

process. (25%)

2. 18 students were active during the teaching learning

process. (50%)

3. 27 students were active during the teaching learning

process. (75%)

4. 36 students were active during the teaching learning

process. (100%)

110

4 Students‟ activities

in focusing the

attention to the

teacher‟s

explanation

1. 9 students focused on the teacher‟s explanation. (25%)

2. 18 students focused on the teacher‟s explanation. (50%)

3. 27 students focused on the teacher‟s explanation. (75%)

4. 36 students focused on the teacher‟s explanation. (100%)

5 Students‟

cooperation in their

group during the

lesson

1. 9 students were cooperative in their group during the

lesson. (25%)

2. 18 students were cooperative in their group during the

lesson. (50%)

3. 27 students were cooperative in their group during the

lesson. (75%)

4. 36 students were cooperative in their group during the

lesson. (100%)

b. Teacher’s Performance

No Teacher’s Performance Indicator Result

1 Teacher‟s ability in

preparing the teaching

learning process

1. The teacher was fair in preparing the teaching

learning process. (25%)

2. The teacher was good in preparing the teaching

learning process. (50%)

3. The teacher was very good in preparing the teaching

learning process. (75%)

4. The teacher was excellent in preparing the teaching

learning process. (100%)

2 Opening the lesson

1. The teacher was fair in opening the lesson. (25%)

2. The teacher was good in opening the lesson. (50%

3. The teacher was very good in opening the lesson.

(75%)

111

4. The teacher was excellent in opening the lesson.

(100%)

3 Developing teaching

learning process

1. The teacher was fair in developing teaching learning

process. (25%)

2. The teacher was good in developing teaching

learning process. (50%)

3. The teacher was very good in developing teaching

learning process. (75%)

4. The teacher was excellent in developing teaching

learning process. (100%)

4 Explaining the material

1. The teacher was fair in explaining the material.

(25%)

2. The teacher was good in explaining the material.

(50%)

3. The teacher was very good in explaining the

material. (75%)

4. The teacher was excellent in explaining the material.

(100%)

5 Managing the class

1. The teacher was fair in managing the class. (25%)

2. The teacher was good in managing the class. (50%)

3. The teacher was very good in managing the class.

(75%)

4. The teacher was excellent in managing the class.

(100%)

6 Using the language

1. The teacher was fair in using the language. (25%)

2. The teacher was good in using the language. (50%)

3. The teacher was very good in using the language.

(75%)

112

4. The teacher was excellent in using the language.

(100%)

7 Using media

1. The teacher was fair in using the media. (25%)

2. The teacher was good in using the media. (50%)

3. The teacher was very good in using the media.

(75%)

4. The teacher was excellent in using the media.

(100%)

8 Conducting the

assessment

1. The teacher was fair in conducting the assessment.

(25%)

2. The teacher was good in conducting the assessment.

(50%)

3. The teacher was very good in conducting the

assessment. (75%)

4. The teacher was excellent in conducting the

assessment. (100%)

9 Closing the lesson.

1. The teacher was fair in closing the lesson. (25%)

2. The teacher was good in closing the lesson. (50%)

3. The teacher was very good in closing the lesson.

(75%)

4. The teacher was excellent in closing the lesson.

(100%)

113

OBSERVATION SHEET

CYCLE I (2nd

Meeting)

Class :

Day and date :

Observer :

a. Students’ Activities

No Students’ Activities Indicator Result

1 Students‟ attendance

1. 9 students were present. (25%)

2. 18 students were present. (50%)

3. 27 students were present. (75%)

4. 36 students were present. (100%)

2 Students‟ interest

and motivation

1. 9 students had great interest and motivation. (25%)

2. 18 students had great interest and motivation. (50%)

3. 27 students had great interest and motivation. (75%)

4. 36 students had great interest and motivation. (100%)

3 Students‟ activities

during the teaching

learning process

1. 9 students were active during the teaching learning

process. (25%)

2. 18 students were active during the teaching learning

process. (50%)

3. 27 students were active during the teaching learning

process. (75%)

4. 36 students were active during the teaching learning

process. (100%)

114

4 Students‟ activities

in focusing the

attention to the

teacher‟s

explanation

1. 9 students focused on the teacher‟s explanation. (25%)

2. 18 students focused on the teacher‟s explanation. (50%)

3. 27 students focused on the teacher‟s explanation. (75%)

4. 36 students focused on the teacher‟s explanation. (100%)

5 Students‟

cooperation in their

group during the

lesson

1. 9 students were cooperative in their group during the

lesson. (25%)

2. 18 students were cooperative in their group during the

lesson. (50%)

3. 27 students were cooperative in their group during the

lesson. (75%)

4. 36 students were cooperative in their group during the

lesson. (100%)

b. Teacher’s Performance

No Teacher’s Performance Indicator Result

1 Teacher‟s ability in

preparing the teaching

learning process

1. The teacher was fair in preparing the teaching

learning process. (25%)

2. The teacher was good in preparing the teaching

learning process. (50%)

3. The teacher was very good in preparing the teaching

learning process. (75%)

4. The teacher was excellent in preparing the teaching

learning process. (100%)

2 Opening the lesson

1. The teacher was fair in opening the lesson. (25%)

2. The teacher was good in opening the lesson. (50%)

3. The teacher was very good in opening the lesson.

(75%)

115

4. The teacher was excellent in opening the lesson.

(100%)

3 Developing teaching

learning process

1. The teacher was fair in developing teaching learning

process. (25%)

2. The teacher was good in developing teaching

learning process. (50%)

3. The teacher was very good in developing teaching

learning process. (75%)

4. The teacher was excellent in developing teaching

learning process. (100%)

4 Explaining the material

1. The teacher was fair in explaining the material.

(25%)

2. The teacher was good in explaining the material.

(50%)

3. The teacher was very good in explaining the

material. (75%)

4. The teacher was excellent in explaining the material.

(100%)

5 Managing the class

1. The teacher was fair in managing the class. (25%)

2. The teacher was good in managing the class. (50%)

3. The teacher was very good in managing the class.

(75%)

4. The teacher was excellent in managing the class.

(100%)

6 Using the language

1. The teacher was fair in using the language. (25%)

2. The teacher was good in using the language. (50%)

3. The teacher was very good in using the language.

116

(75%)

4. The teacher was excellent in using the language.

(100%)

7 Using media

1. The teacher was fair in using the media. (25%)

2. The teacher was good in using the media. (50%)

3. The teacher was very good in using the media.

(75%)

4. The teacher was excellent in using the media.

(100%)

8 Conducting the

assessment

1. The teacher was fair in conducting the assessment.

(25%)

2. The teacher was good in conducting the assessment.

(50%)

3. The teacher was very good in conducting the

assessment. (75%)

4. The teacher was excellent in conducting the

assessment. (100%)

9 Closing the lesson.

1. The teacher was fair in closing the lesson. (25%)

2. The teacher was good in closing the lesson. (50%)

3. The teacher was very good in closing the lesson.

(75%)

4. The teacher was excellent in closing the lesson.

(100%)

117

OBSERVATION SHEET

CYCLE II (1st Meeting)

Class :

Day and date :

Observer :

c. Students’ Activities

No Students’ Activities Indicator Result

1 Students‟ attendance

5. 9 students were present. (25%)

6. 18 students were present. (50%)

7. 27 students were present. (75%)

8. 36 students were present. (100%)

2 Students‟ interest

and motivation

5. 9 students had great interest and motivation. (25%)

6. 18 students had great interest and motivation. (50%)

7. 27 students had great interest and motivation. (75%)

8. 36 students had great interest and motivation. (100%)

3 Students‟ activities

during the teaching

learning process

5. 9 students were active during the teaching learning

process. (25%)

6. 18 students were active during the teaching learning

process. (50%)

7. 27 students were active during the teaching learning

process. (75%)

8. 36 students were active during the teaching learning

process. (100%)

118

4 Students‟ activities

in focusing the

attention to the

teacher‟s

explanation

5. 9 students focused on the teacher‟s explanation. (25%)

6. 18 students focused on the teacher‟s explanation. (50%)

7. 27 students focused on the teacher‟s explanation. (75%)

8. 36 students focused on the teacher‟s explanation. (100%)

5 Students‟

cooperation in their

group during the

lesson

5. 9 students were cooperative in their group during the

lesson. (25%)

6. 18 students were cooperative in their group during the

lesson. (50%)

7. 27 students were cooperative in their group during the

lesson. (75%)

8. 36 students were cooperative in their group during the

lesson. (100%)

d. Teacher’s Performance

No Teacher’s Performance Indicator Result

1 Teacher‟s ability in

preparing the teaching

learning process

5. The teacher was fair in preparing the teaching

learning process. (25%)

6. The teacher was good in preparing the teaching

learning process. (50%)

7. The teacher was very good in preparing the teaching

learning process. (75%)

8. The teacher was excellent in preparing the teaching

learning process. (100%)

2 Opening the lesson

5. The teacher was fair in opening the lesson. (25%)

6. The teacher was good in opening the lesson. (50%

7. The teacher was very good in opening the lesson.

(75%)

119

8. The teacher was excellent in opening the lesson.

(100%)

3 Developing teaching

learning process

5. The teacher was fair in developing teaching learning

process. (25%)

6. The teacher was good in developing teaching

learning process. (50%)

7. The teacher was very good in developing teaching

learning process. (75%)

8. The teacher was excellent in developing teaching

learning process. (100%)

4 Explaining the material

5. The teacher was fair in explaining the material.

(25%)

6. The teacher was good in explaining the material.

(50%)

7. The teacher was very good in explaining the

material. (75%)

8. The teacher was excellent in explaining the material.

(100%)

5 Managing the class

5. The teacher was fair in managing the class. (25%)

6. The teacher was good in managing the class. (50%)

7. The teacher was very good in managing the class.

(75%)

8. The teacher was excellent in managing the class.

(100%)

6 Using the language

5. The teacher was fair in using the language. (25%)

6. The teacher was good in using the language. (50%)

7. The teacher was very good in using the language.

120

(75%)

8. The teacher was excellent in using the language.

(100%)

7 Using media

5. The teacher was fair in using the media. (25%)

6. The teacher was good in using the media. (50%)

7. The teacher was very good in using the media.

(75%)

8. The teacher was excellent in using the media.

(100%)

8 Conducting the

assessment

5. The teacher was fair in conducting the assessment.

(25%)

6. The teacher was good in conducting the assessment.

(50%)

7. The teacher was very good in conducting the

assessment. (75%)

8. The teacher was excellent in conducting the

assessment. (100%)

9 Closing the lesson.

5. The teacher was fair in closing the lesson. (25%)

6. The teacher was good in closing the lesson. (50%)

7. The teacher was very good in closing the lesson.

(75%)

8. The teacher was excellent in closing the lesson.

(100%)

121

OBSERVATION SHEET

CYCLE II (2nd

Meeting)

Class :

Day and date :

Observer :

c. Students’ Activities

No Students’ Activities Indicator Result

1 Students‟ attendance

5. 9 students were present. (25%)

6. 18 students were present. (50%)

7. 27 students were present. (75%)

8. 36 students were present. (100%)

2 Students‟ interest

and motivation

5. 9 students had great interest and motivation. (25%)

6. 18 students had great interest and motivation. (50%)

7. 27 students had great interest and motivation. (75%)

8. 36 students had great interest and motivation. (100%)

3 Students‟ activities

during the teaching

learning process

5. 9 students were active during the teaching learning

process. (25%)

6. 18 students were active during the teaching learning

process. (50%)

7. 27 students were active during the teaching learning

process. (75%)

8. 36 students were active during the teaching learning

process. (100%)

122

4 Students‟ activities

in focusing the

attention to the

teacher‟s

explanation

5. 9 students focused on the teacher‟s explanation. (25%)

6. 18 students focused on the teacher‟s explanation. (50%)

7. 27 students focused on the teacher‟s explanation. (75%)

8. 36 students focused on the teacher‟s explanation. (100%)

5 Students‟

cooperation in their

group during the

lesson

5. 9 students were cooperative in their group during the

lesson. (25%)

6. 18 students were cooperative in their group during the

lesson. (50%)

7. 27 students were cooperative in their group during the

lesson. (75%)

8. 36 students were cooperative in their group during the

lesson. (100%)

d. Teacher’s Performance

No Teacher’s Performance Indicator Result

1 Teacher‟s ability in

preparing the teaching

learning process

5. The teacher was fair in preparing the teaching

learning process. (25%)

6. The teacher was good in preparing the teaching

learning process. (50%)

7. The teacher was very good in preparing the teaching

learning process. (75%)

8. The teacher was excellent in preparing the teaching

learning process. (100%)

2 Opening the lesson

5. The teacher was fair in opening the lesson. (25%)

6. The teacher was good in opening the lesson. (50%)

7. The teacher was very good in opening the lesson.

(75%)

8. The teacher was excellent in opening the lesson.

123

(100%)

3 Developing teaching

learning process

5. The teacher was fair in developing teaching learning

process. (25%)

6. The teacher was good in developing teaching

learning process. (50%)

7. The teacher was very good in developing teaching

learning process. (75%)

8. The teacher was excellent in developing teaching

learning process. (100%)

4 Explaining the material

5. The teacher was fair in explaining the material.

(25%)

6. The teacher was good in explaining the material.

(50%)

7. The teacher was very good in explaining the

material. (75%)

8. The teacher was excellent in explaining the material.

(100%)

5 Managing the class

5. The teacher was fair in managing the class. (25%)

6. The teacher was good in managing the class. (50%)

7. The teacher was very good in managing the class.

(75%)

8. The teacher was excellent in managing the class.

(100%)

6 Using the language

5. The teacher was fair in using the language. (25%)

6. The teacher was good in using the language. (50%)

7. The teacher was very good in using the language.

(75%)

8. The teacher was excellent in using the language.

(100%)

7 Using media 5. The teacher was fair in using the media. (25%)

6. The teacher was good in using the media. (50%)

124

7. The teacher was very good in using the media.

(75%)

8. The teacher was excellent in using the media.

(100%)

8 Conducting the

assessment

5. The teacher was fair in conducting the assessment.

(25%)

6. The teacher was good in conducting the assessment.

(50%)

7. The teacher was very good in conducting the

assessment. (75%)

8. The teacher was excellent in conducting the

assessment. (100%)

9 Closing the lesson.

5. The teacher was fair in closing the lesson. (25%)

6. The teacher was good in closing the lesson. (50%)

7. The teacher was very good in closing the lesson.

(75%)

8. The teacher was excellent in closing the lesson.

(100%)

125

Appendix 14

Analytical Scale for Rating Composition Tasks

Categories Test

Score Description

XVI. Organization:

Introduction, Body

and Conclusion

20-18

Appropriate title, effective introductory

paragraph, topic is stated, leads to body;

transitional expressions used; arrangement

of material shows plan (could be outlined

by reader); supporting evidence given for

generalizations; conclusions logical and

complete

17-15

Adequate title, introduction, and conclusion;

body of essay is acceptable, but some

evidence may be lacking, some ideas aren‟t

fully developed; sequence is logical but

transitional expressions may be absent or

misused

14-12

Mediocre or scant introduction or

conclusion; problems with the order of ideas

in‟ body; the generalizations may not be

fully supported by the evidence given;

problems of organization interfere

11-6

Shaky or minimally recognizable

introduction; organization can barely be

seen; severe problems with ordering of

126

ideas; lack of supporting evidence;

conclusion weak or illogical; inadequate

effort at organization

5-1

Absence of introduction or conclusion; no

apparent organization of body; severe lack

of supporting evidence; writer has not made

any effort to organize the composition

(could not be outlined by reader)

XVII. Logical

development of

ideas; content

20-18

Essay addresses the assigned topic; the

ideas are concrete and thoroughly

developed; no extraneous material; essay

reflects thought

17-15

Essay addresses the issues but misses some

points; ideas could be more fully developed;

some extraneous material is present

14-12

Development of ideas not complete or essay

is somewhat off the topic; paragraphs aren‟t

divided exactly right

11-6

Ideas incomplete; essay does not reflect

careful thinking or was hurriedly written;

inadequate effort in area of content

5-1

Essay is completely inadequate and does not

reflect college-level work; no apparent

effort to consider the topic carefully

127

XVIII. Grammar

20-18

Native-like fluency in English grammar;

correct use of relative clauses, prepositions,

modals, articles, verb forms and tense

sequencing; no fragments or run-on

sentences

17-15

Advanced proficiency in English grammar;

some grammar problems don‟t influence

communication, although the reader is

aware of them; no fragments or run-on

sentences

14-12

Ideas are getting through to the reader, but

grammar are apparent and have a negative

effect on communication; run-on sentences

or fragment present

11-6

Numerous serious grammar problems

interfere with communication of the writer‟s

ideas; grammar review of some areas

clearly needed; difficult to read sentences

5-1

Severe grammar problems interfere greatly

with the message; reader can‟t understand

what the writer was trying to say;

unintelligible sentence structure

XIX. Punctuation,

spelling, and

mechanics

20-18

Correct use of English writing conventions;

left and right margins, al needed capitals,

paragraphs indented, punctuation and

spelling; very neat

17-15

Some problems with writing conventions or

punctuation; occasional spelling errors; left

margin correct; paper is neat and legible

14-12 Uses general writing conventions but has

errors; spelling problems distract reader;

128

punctuation errors interfere with ideas

11-6

Serious problems with format of paper;

parts of essay not legible; errors in sentence

punctuation; unacceptable to educated

readers

5-1

Complete disregard for English writing

conventions; paper illegible; obvious

capitals missing, no margins; severe

spelling problems

XX. Style and

quality of

expression

20-18 Precise vocabulary usage; use of parallel

structures; concise; register good

17-15 Attempts variety; good vocabulary; not

wordy; register OK; style fairly concise

14-12 Some vocabularies misused; lacks

awareness of register; may be too wordy

11-6 Poor expression of ideas; problems in

vocabulary; lacks variety of structure

5-1 Inappropriate use of vocabulary; no concept

of register or sentence variety